本文關(guān)鍵詞：第二語言口語教師課堂提問的順應(yīng)性研究　出處：《南京師范大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 第二語言口語課堂 教師提問 順應(yīng)性 優(yōu)化策略

【摘要】：近年以來,第二語言口語課堂逐漸由教師主講轉(zhuǎn)為以學(xué)生為中心的新型模式。課堂提問的順應(yīng)性也成了第二語言教師研究的新課題。 本研究從語言順應(yīng)論研究的四個(gè)角度比較和研究第二語言教師口語課堂提問順應(yīng)性的性質(zhì)、特征以及優(yōu)化策略。(1)語境關(guān)系的順應(yīng)研究顯示：第二語言口語教師的課堂提問在考慮了教學(xué)的物理環(huán)境,人文環(huán)境和社交環(huán)境之后,提問的有效性可以得到大大的提高。教師的提問順應(yīng)了教學(xué)的環(huán)境和對(duì)象,語境隨著教師優(yōu)化提問策略得到不斷更新,學(xué)生隨著教師優(yōu)化提問和更新的語境提高了口語表達(dá)能力。這樣第二語言教學(xué)就可以形成一個(gè)有效的良性循環(huán)；(2)語言結(jié)構(gòu)的順應(yīng)性研究顯示：第二語言教師為了順應(yīng)口語課堂的變異性,對(duì)疑問句的話語建構(gòu)成分(語音語調(diào)、節(jié)奏、停頓、詞匯、句型、語序和語篇)做出了不同程度的調(diào)整。教師問句的語言結(jié)構(gòu)順應(yīng)是整體課堂提問變異和順應(yīng)的必要環(huán)節(jié)；(3)動(dòng)態(tài)順應(yīng)研究發(fā)現(xiàn)：第二語言教師的課堂提問從宏觀上應(yīng)該考慮整個(gè)教學(xué)期間學(xué)生的認(rèn)知水平的變化和發(fā)展,從微觀上應(yīng)該考慮一節(jié)課期間話題的轉(zhuǎn)換、學(xué)生理解程度和情境的創(chuàng)設(shè),不斷做出動(dòng)態(tài)的變化、調(diào)整和順應(yīng)；(4)順應(yīng)過程中的意識(shí)凸顯研究發(fā)現(xiàn)：第二語言口語教師的課堂提問應(yīng)該顯示教師對(duì)不同認(rèn)知水平的學(xué)生提問的意圖,表現(xiàn)教師對(duì)學(xué)生心理狀態(tài)的了解和情感上的關(guān)懷,還要凸顯教師為了活躍氣氛和激勵(lì)學(xué)生進(jìn)行提問的目的和意識(shí)。 第二語言口語教師課堂提問的順應(yīng)和優(yōu)化將不斷提高教師語言輸入的有效性,促進(jìn)學(xué)生語言輸出的準(zhǔn)確性。
[Abstract]:In recent years, the second language spoken language classroom has gradually changed from a new teacher-centered model to a new student-centered model, and the adaptability of classroom questioning has become a new topic for second language teachers to study. The present study compares and studies the nature of second language teachers' questioning adaptability in oral classroom from four perspectives of linguistic adaptation theory. An adaptation study of the contextual relationship between features and optimization strategies shows that the second language teacher's classroom questioning takes into account the physical, humanistic and social environments of teaching. The effectiveness of questioning can be greatly improved. Teachers' questioning conforms to the teaching environment and objects, and the context is constantly updated with teachers' optimization of questioning strategies. The students improve their oral expression ability with the teacher's optimized questioning and updated context, so that the second language teaching can form an effective virtuous circle; 2) A study on the adaptability of language structure shows that in order to adapt to the variability of oral English, the second language teacher constructs the discourse components of interrogative sentences (pronunciation, intonation, rhythm, pause, vocabulary, sentence pattern). The language structure adaptation of teacher's question sentence is the necessary link of the whole classroom questioning variation and adaptation; 3) the dynamic adaptation study finds that the second language teacher's classroom questioning should consider the change and development of the students' cognitive level in the whole teaching period, and the change of the topic during a class from the micro perspective. The creation of students' understanding degree and situation makes dynamic changes, adjustments and adaptations; 4) the study of awareness in the process of adaptation reveals that the classroom questioning of spoken language teachers should indicate the teachers' intention to ask questions from students with different cognitive levels. To express teachers' understanding of students' psychological state and their emotional concern, teachers should also highlight the purpose and consciousness of teachers in order to stimulate students to ask questions in order to enliven the atmosphere. The adaptation and optimization of the second language spoken language teacher's classroom questioning will improve the effectiveness of the teacher's language input and promote the accuracy of the students' language output.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：H09

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 田朝霞;大學(xué)英語教學(xué)中的課堂提問[J];重慶大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2001年02期

2 趙琴;;無疑而問——語用視角下疑問句的分類管窺[J];重慶工學(xué)院學(xué)報(bào);2006年03期

3 楊寧;;學(xué)生課堂提問的心理學(xué)研究及反思[J];湖南師范大學(xué)教育科學(xué)學(xué)報(bào);2009年01期

4 楊世登;;英語學(xué)習(xí)者附加疑問句口語產(chǎn)出初探[J];解放軍外國語學(xué)院學(xué)報(bào);2006年04期

5 崔巖;;漢英疑問句對(duì)比分類研究[J];吉林省教育學(xué)院學(xué)報(bào)(學(xué)科版);2009年03期

6 錢華英;英漢疑問句比較研究[J];江南學(xué)院學(xué)報(bào);1998年03期

7 王菊泉;;《中國文法要略》對(duì)我國語言研究的啟示[J];外語研究;2007年04期

8 王天潤;;英漢疑問句語調(diào)對(duì)比分析[J];濮陽職業(yè)技術(shù)學(xué)院學(xué)報(bào);2008年02期

9 廖巧云;合作·關(guān)聯(lián)·順應(yīng)模式與交際成敗[J];四川外語學(xué)院學(xué)報(bào);2005年02期

10 邱家軍;課堂提問的類型與技巧[J];山東教育科研;2002年06期

，

本文編號(hào)：1376773