【摘要】：口語(yǔ)課在第二語(yǔ)言教學(xué)中具有非常重要的地位，，是連接語(yǔ)言知識(shí)和語(yǔ)言實(shí)際應(yīng)用的橋梁課堂提問(wèn)作為一種教學(xué)手段，對(duì)于提高學(xué)習(xí)者的思維能力，推動(dòng)課堂教學(xué)的順利進(jìn)行具有十分重要的作用 本文以中山大學(xué)國(guó)際漢語(yǔ)學(xué)院中級(jí)口語(yǔ)課為研究對(duì)象，分別選擇三位經(jīng)驗(yàn)較豐富的教師和三位新手教師，通過(guò)旁聽教學(xué)觀看教學(xué)視頻以及轉(zhuǎn)寫課堂錄音等方法，基于IRF結(jié)構(gòu)和相關(guān)理論，從提問(wèn)類型提問(wèn)策略教師等待時(shí)間等方面對(duì)教師課堂提問(wèn)話語(yǔ)進(jìn)行了分析和總結(jié)，希望能為新教師自身素質(zhì)的成長(zhǎng)提高提供一定參考 研究結(jié)果表明，IRF結(jié)構(gòu)話語(yǔ)普遍存在于目前的漢語(yǔ)中級(jí)口語(yǔ)教學(xué)中，教師在課堂上提出的問(wèn)題多為展示性問(wèn)題，有經(jīng)驗(yàn)的教師在課堂上更喜歡多提問(wèn)而在提問(wèn)策略和教師等待時(shí)間方面，無(wú)論教師是否具有豐富的教學(xué)經(jīng)驗(yàn)，都更愿意使用激勵(lì)式提問(wèn)策略，但提問(wèn)后給予學(xué)生思考問(wèn)題的時(shí)間都比較短
[Abstract]:Oral English class plays a very important role in second language teaching. It is a bridge between language knowledge and practical application of language. As a teaching method, oral English class plays an important role in improving learners' thinking ability. It is very important to promote the smooth progress of classroom teaching. This paper chooses three experienced teachers and three novice teachers respectively, taking the intermediate oral class of the School of International Chinese at Sun Yat-sen University as the research object. Based on the structure of IRF and related theories, this paper analyzes and summarizes the classroom questioning discourse of teachers from the aspects of teachers' waiting time, such as waiting time and so on, through watching teaching video and transferring to classroom recording by listening to the teaching methods of listening to the teaching, and based on the structure of classroom and related theories. It is hoped that it can provide some reference for the improvement of new teachers' self-quality. The results show that IRF-structured discourse is widely used in the current middle-level oral Chinese teaching, and the problems raised by teachers in the classroom are mostly illustrative problems. Experienced teachers prefer to ask more questions in class. In terms of questioning strategies and teachers' waiting time, teachers are more willing to use motivational questioning strategies regardless of whether they have rich teaching experience or not. However, the time given to students to think about problems after asking questions is relatively short.
【學(xué)位授予單位】：中山大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

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