本文選題：高中英語課堂 + 教師話語量�。� 參考：《曲阜師范大學(xué)》2016年碩士論文

【摘要】：教師話語(Teacher Talk)是指教師在課堂教學(xué)情境中所使用的語言。教師話語不僅是連接教師與學(xué)生的重要媒介,也是學(xué)生學(xué)習(xí)語言的重要途徑。對于我國高中生來說,課堂是英語學(xué)習(xí)的重要場所。因此,研究課堂中的教師話語尤為重要。國內(nèi)外學(xué)者對教師話語的研究日益增多,課堂教學(xué)過程中的教師話語成為二語習(xí)得研究的焦點之一。近年來我國學(xué)者對課堂中教師話語進(jìn)行了一系列的研究,這些研究主要集中在大學(xué)英語課堂中,對于中小學(xué)教師話語的研究相對較少,并且較多研究自然狀態(tài)下的課堂教學(xué),發(fā)現(xiàn)其存在的問題并提出建議。優(yōu)質(zhì)課起著引領(lǐng)和示范的作用,授課教師教學(xué)水平較高、執(zhí)教理念較新。通過研究高中英語優(yōu)質(zhì)課中的教師話語可以給英語課堂教學(xué)提供啟發(fā)和指導(dǎo)。本研究以人本主義教育思想、Krashen(1987)的可理解性輸入假說理論、Swain(1985)的可理解性輸出假說理論和Long(1983)的互動假說理論為基礎(chǔ),采用定性分析為主,定量分析為輔的研究方法,對山東省第十一屆高中英語優(yōu)質(zhì)課展評中獲一等獎教師的錄像視頻進(jìn)行轉(zhuǎn)寫和分析,探究優(yōu)質(zhì)課中教師話語在話語量、課堂提問、交互調(diào)整和教師反饋四個方面的分配特征,為高中英語教學(xué)提出建議。研究結(jié)果表明:(1)教師話語量:六位優(yōu)秀教師的課堂話語量較少,課堂氣氛活躍,學(xué)生能主動地參與到課堂活動中。學(xué)生對課堂學(xué)習(xí)充滿興趣,師生之間交流較多。(2)課堂提問:六位優(yōu)秀教師提問的展示性問題平均次數(shù)明顯少于參考性問題的平均次數(shù),這給予學(xué)生更多表達(dá)自己觀點和思想的機(jī)會。(3)交互調(diào)整:六位優(yōu)秀教師在交互困難時更多地使用確認(rèn)核實,其次是澄清要求,使用理解核實方式最少。(4)教師反饋:六位教師表揚加點評和重復(fù)加表揚的反饋方式使用頻率較高,簡單籠統(tǒng)表揚(如good,excellent等)使用頻率低,教師注重學(xué)生自我思考來促進(jìn)二語的習(xí)得。基于以上的研究,筆者對高中英語課堂教學(xué)提出了以下建議:(1)控制課堂中教師話語量,提倡“以學(xué)生為中心”。教師應(yīng)給學(xué)生提供足夠的學(xué)習(xí)資源,營造良好的學(xué)習(xí)氛圍和學(xué)習(xí)環(huán)境,讓學(xué)生自主地進(jìn)行學(xué)習(xí)。(2)多提參考性問題,鼓勵學(xué)生積極思考,重視鍛煉學(xué)生的思維能力和語言綜合運用能力。(3)采取多樣的交互調(diào)整策略,促進(jìn)師生之間的交流。(4)采取適當(dāng)?shù)姆答伈呗?提高學(xué)生學(xué)習(xí)積極性。
[Abstract]:Teacher talk refers to the language used by teachers in classroom teaching situations.Teacher talk is not only an important medium to connect teachers and students, but also an important way for students to learn language.For high school students in China, classroom is an important place for English learning.Therefore, it is very important to study teacher talk in class.There are more and more researches on teacher talk at home and abroad, and teacher talk in classroom teaching has become one of the focuses of second language acquisition.In recent years, Chinese scholars have carried out a series of researches on teacher talk in the classroom. These researches are mainly focused on the college English classroom. The research on teacher talk in primary and secondary schools is relatively few, and more research is done on classroom teaching under the natural state.Identify problems and make suggestions.High-quality courses play a leading and exemplary role, teaching teachers have a higher level of teaching, teaching ideas are relatively new.The study of teacher talk in high school English quality classes can provide inspiration and guidance for English classroom teaching.This study is based on the theory of comprehensible input hypothesis proposed by Krashenn (1987) and the theory of comprehensible output hypothesis (Swainn 1985) and the interactive hypothesis of Longjiang1983 (1989). It adopts qualitative analysis as the main method and quantitative analysis as the auxiliary research method.This paper analyzes the video videos of the first prize teachers in the evaluation of the 11th Senior High School English course Exhibition in Shandong Province, and probes into the distribution characteristics of the teacher's discourse in the four aspects of discourse quantity, classroom questioning, interactive adjustment and teacher feedback.Some suggestions for English teaching in senior high school are put forward.The results show that: 1) the quantity of teacher talk: six excellent teachers have less classroom discourse, more active classroom atmosphere, and students can actively participate in classroom activities.Students are interested in classroom learning and have more communication between teachers and students. The average number of display questions asked by six excellent teachers is obviously less than the average number of referential questions.This gives students more opportunity to express their views and ideas.) Interactive adjustment: six excellent teachers use verification more when interaction is difficult, followed by clarification requirements.Teachers' feedback: six teachers' feedback with praise plus comment and repeated praise was more frequent, while simple general praise (such as good excellent etc.) was used less frequently.Teachers pay attention to students' self-thinking to promote second language acquisition.Based on the above research, the author puts forward the following suggestions for senior English classroom teaching: 1) to control the amount of teacher talk in the classroom and to advocate "student-centered".Teachers should provide students with adequate learning resources, create a good learning atmosphere and learning environment, allow students to study independently.Pay attention to the training of students' thinking ability and comprehensive use of language. 3) adopt various interactive adjustment strategies to promote the communication between teachers and students. 4) adopt appropriate feedback strategies to improve students' enthusiasm in learning.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.41

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