教师课堂话语语量调查研究 ——师生言语互动视角

论文摘要

在我国的教育改革实践中,教师在教育中的主导地位不容置疑。通过对来自所不同中学10位老师的课堂观察、问卷调查和一定量的师生访谈,笔者发现,在外语教学过程中,一些外语教师善于运用教学知识和理论,其课堂生动有趣。但另一方面,也有不少教师的课堂教学不尽如人意。这点值得关注。那么,当前英语教师关于课堂互动的知识是怎样的?在实际课堂教学中他们又是如何应用的?这些知识的来源如何?教师这方面的知识是明晰的和有意识的还是内隐或缄默的?本研究旨在探究、描写英语教师关于课堂言语互动以及相关的二语习得知识。此外,笔者在二语习得领域通过实证研究,运用批评语言学等理论,探索教师话语和课堂互动背后教师们所采用的互动理念和策略。论文以话语研究为主,通过结合定量和定性分析研究,以期发现更多有研究价值的问题,旨在提倡以理论为基础的外语教师课堂话语。引言部分介绍本研究的背景、目的和意义。第一章介绍了本文的理论基础和相关研究。第二章阐明了研究数据的收集方法,如:访谈、直接观察、现场录像、问卷调查等。第三章主要从两大方面进行课堂话语的互动模式和教学过程分析。一是通过定量分析,探讨师生课堂话语量及其对学习者的影响;不同种类的提问方式及其对语言习得的影响;交际修正的模式及课堂反馈的形式和分布。二是通过定性分析来探讨教师话语中的言语行为,言语中互动控制的特征以及课堂互动知识和教师行为之间的关系,以提倡有利于教师认知、教师发展的课堂话语。在此章末是研究结果与讨论。本文的结尾部分是作者经过实地调研提出的结论:虽然我们很难确定具有哪种交互特征的教师课堂话语会产生更大的交互性,但是我们可以看出,越是有理论支撑的教师,尤其是那些能够关注到课堂互动和合作学习的教师,就越能够促进学生在课堂上的主动参与,从而实现课堂的高效性。本文仅是在一定地区对数名英语教师所进行的行动调查,在取样过程和语料分析过程中难免有不当之处,有一定主观性,有待进一步完善和深化。期待专家、学者的批评指正。

论文目录

• 摘要
• Abstract
• Introduction
• Chapter One Theoretical Foundations and Related Prior Studies
• 1.1. Critical Discourse Analysis
• 1.2. Teacher Talk and Second Language Acquisition
• 1.2.1. Teacher Talk
• 1.2.2. Theories of Second Language Acquisition
• 1.2.3. Relationship Between Teacher Talk and SLA
• 1.3. Teacher Talk and Interactive Classroom Teaching
• 1.3.1. Teacher Talk and Classroom Interaction
• 1.3.2. Teacher Talk and the Politeness
• Chapter Two The Field Research Done in 10 Junior Middle Schools in Nanjing
• 2.1.Participants
• 2.2. The Ways of Research
• 2.3. Procedures
• Chapter Three Data Analyses and Findings
• 3.1. Quantitative Data Analyses
• 3.1.1. The Amount of Teacher Talk and Students Talk and Their Effects on Learners
• 3.1.2. The Frequency of Teachers’ Question
• 3.1.3. The Distribution of Three Types of Interactional Modifications
• 3.1.4. Types and Frequencies of Feedback to Learners’ Performance
• 3.2. Qualitative Data Analyses
• 3.2.1. Describing the Nature of Discourse and Interaction in Classroom Settings
• 3.2.2. Understanding the Teacher’s Interaction Control in Classroom Settings
• 3.2.2.1. The Effect of Timing and Turn-taking on Understandings of Action
• 3.2.2.2. The Other Features of Interaction Control
• 3.2.3. Analyzing of Teachers’ Behavior and Teachers’ Cognition
• 3.3. Discussions and Suggestions
• 3.3.1. Maintaining Control of the Class While Giving Freedom to Learners to Initiate Interaction
• 3.3.2. Equipping Learners with Strategies for Managing Turn-taking
• 3.3.3. Taking Learner-centered Approach in Interactive Classroom Teaching
• 3.3.4. Taking a Discourse-based Approach to Teach Language Interactively
• 3.3.5. Promoting Teachers’ Professional Development through Reflective Writing and Observing
• Conclusion
• Bibliography
• Appendices
• Acknowledgement