教師課堂話語一直是語言學(xué)家和二語習(xí)得研究者的研究焦點,教師反饋語作為教師話語的一部分,在課堂教學(xué)中發(fā)揮著重要作用。教師反饋在教與學(xué)之間架起了一座溝通橋梁,它不僅密切影響學(xué)生的語言輸入和輸出,而且對學(xué)生的認知、情感的發(fā)展也起著重要作用。在我國,課堂是學(xué)生英語學(xué)習(xí)的主要場所,中學(xué)階段又是學(xué)生接觸英語的關(guān)鍵時期,因此在該階段,教師的課堂反饋顯得尤為重要。本論文以邢臺市威縣第二中學(xué)初二年級四名英語教師及其所任教的四個班級的211名學(xué)生作為研究對象,通過課堂觀察,話語分析和訪談的方法來探究英語課堂教師反饋語的使用情況及其支架功能,并試圖回答以下三個問題:1.在初中英語課堂中教師反饋語的使用現(xiàn)狀是什么?2.在初中英語教學(xué)中教師課堂反饋的支架功能的表現(xiàn)是什么?3.學(xué)生對英語教師課堂反饋支架功能的態(tài)度是什么?通過研究可得出以下結(jié)論:1.在中學(xué)英語課堂中,教師使用反饋語的種類比較多樣,積極反饋語的使用比例明顯高于糾錯性反饋的使用比例。積極反饋語中使用頻率較高的是簡單表揚和重復(fù)。糾錯性反饋中使用頻率較高的是明確糾錯和引導(dǎo)。2.教師反饋語具有語言、認知以及情感支架功能。教師通過提供可理解性語言輸出,幫助學(xué)生...

【文章頁數(shù)】：105 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purpose
    1.3 Research Significance
    1.4 Research Outline
Chapter Two Literature Review
    2.1 Teacher Feedback
        2.1.1 The Definition of Teacher Feedback
        2.1.2 The Classification of Teacher Feedback Abroad and at Home
        2.1.3 Studies on Teacher Feedback Abroad and at Home
    2.2 Scaffolding
        2.2.1 The Definition of Scaffolding
        2.2.2 Studies on Scaffolding Functions Abroad and at Home
    2.3 Studies on the Scaffolding Functions of Teacher Feedback Abroad and at Home
    2.4 Studies on Classroom Discourse Structure
        2.4.1 Foreign Studies on Classroom Discourse Structure
        2.4.2 Domestic Studies on Classroom Discourse Structure
    2.5 Theoretical Foundations
        2.5.1 Scaffolding Theory
        2.5.2 Krashen's Comprehensive Input Hypothesis and Affective Filter Hypothesis
        2.5.3 Long's Interaction Hypothesis
        2.5.4 Swain's Comprehensible Output Hypothesis
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Methods and Instruments
        3.3.1 Classroom Observation and Recording
        3.3.2 Discourse Analysis
        3.3.3 Interview
    3.4 Research Procedure
        3.4.1 Data Collection
        3.4.2 Data Analysis
Chapter Four Results and Discussion
    4.1 The Current Situation of Teacher Feedback
    4.2 Scaffolding Functions of Teacher Feedback
        4.2.1 Analysis of Linguistic Scaffolding Function
        4.2.2 Analysis of Cognitive Scaffolding Function
        4.2.3 Analysis of Affective Scaffolding Function
    4.3 Students' Attitudes to the Scaffolding Functions of Teacher Feedback
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications and Suggestions
    5.3 Limitations of the Study and Suggestions for Further Study
References
Appendices
    Appendix 1 Classroom Observation Table
    Appendix 2 Interview Outline for Students
    Appendix 3 Transcription of Classroom Recording
Acknowledgements



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