高中英语课堂师生话轮案例研究
发布时间：2018-07-17 03:33
【摘要】：师生互动贯穿英语课堂教学的整个过程,其中教师话语对语言知识传授以及课堂监控起着重要功能,就对英语课堂的教学效果而言,也发挥着极其重要的作用。另外,在教师教授语言内容以及学生学习语言的过程中,它也具有非常重要的作用(Nunan 1991)。然而教师调控课堂及组织课堂的能力就主要体现在话轮的分配中。课堂话语与人们日常生活中的话语有着明显区别,因为它的目的是完成某种教学目标,所以教师在课堂上过多使用“教师话语”(Teacher Talk),且经常占据着话轮转换以及分配过程的最主要地位。基于以上原因的分析,可以总结得出近年来课堂话语师生话轮已成为课堂话语和二语习得研究的主要焦点之一。但是,当今很多中学教师,面对升学和课程任务压力时,对课堂话轮转换特别是师生话轮分配缺乏足够的认识和实践经验,这对英语教学的效果和课堂师生互动有着重要影响。因此本研究试图以Krashen输入假说,Swain的输出假说以及Seliger关于HIGS和LIGS的分类为基础,通过对漳州一中高一年级三位教师的六节阅读课的分析,探究高中英语课堂话语师生话语话轮分布特征,发现高中英语课话轮语存在的问题,为高中英语教师在分配话轮,提高教学效果,增加有效的可理解性输入以及激发学生话语输出等方面提供一些参考和建议。通过研究本课题主要发现:1.教师话轮数量多于学生话轮数量并占据课堂的主导地位,且教师教龄越高,教师话轮比例越低。就快班和慢班话轮数量及分配而言,快班学生话轮多于慢班学生话轮;质量上,快班学生优于慢班学生。2.话轮分配中,全班恳请次数多于个人恳请和小组恳请。教师教龄越高,话轮分布中使用全班恳请方式频率相对较低,而更多地采用个人恳请和小组恳请的方式。同一位教师在慢班更多地使用全班恳请,而在快班则会更多选用个人恳请方式。3.当在交流中遇到困难时,教师更倾向于使用澄清请求和确认核实。在快班会使用更多确认核实和澄精请求的方式,而在慢班中三种交互调整方式使用频率基本持平。
[Abstract]:Teacher-student interaction runs through the whole process of English classroom teaching, in which teacher talk plays an important role in language knowledge teaching and classroom monitoring, and also plays an extremely important role in the teaching effect of English classroom. In addition, it also plays a very important role in teaching language content and learning language for students (Nunan 1991). However, the teacher's ability to regulate and organize the classroom is mainly reflected in the allocation of turn. There is a clear difference between classroom discourse and people's daily life, because its purpose is to achieve a certain teaching goal. Therefore, teachers use teacher talk too much in the classroom, and often occupy the most important position in the process of turn-switching and assignment. Based on the above analysis, it can be concluded that in recent years, classroom discourse between teachers and students has become one of the main focuses of classroom discourse and second language acquisition. However, in the face of the pressure of higher education and curriculum tasks, many middle school teachers lack sufficient understanding and practical experience in classroom turn-around transfer, especially in the allocation of teacher-student turn, which has an important impact on the effectiveness of English teaching and classroom teacher-student interaction. Therefore, based on Krashen input hypothesis Swain's output hypothesis and Seliger's classification of HIGS and LIGS, this study attempts to analyze the six reading classes of three teachers in Zhangzhou first grade high school. This paper probes into the distribution characteristics of discourse turn between teachers and students in senior high school English classroom, finds out the problems existing in high school English class discourse turn, and assigns the turn for senior English teachers to improve the teaching effect. It provides some references and suggestions on increasing effective comprehensible input and stimulating students' utterance output. By studying this subject, we find that: 1. The number of teachers' turn is more than the students' turn and occupies the dominant position in the classroom, and the higher the teacher's teaching age, the lower the teacher's turn ratio. In terms of the quantity and distribution of fast class and slow class, the number of fast class students is more than that of slow class students, and the quality of fast class students is better than that of slow class students. 2. In the round assignment, the whole class requests more times than individual requests and group requests. The higher the teacher's teaching age, the lower the frequency of using the whole class pleading mode in the round distribution, and the more the individual and the small group pleading. The same teacher used the class pleading more often in the slow class, while in the fast class, he used the personal pleading mode. 3. When communication is difficult, teachers tend to use clarification requests and confirmations. More validation and clarification requests are used in fast classes, while in slow classes, the three interactive adjustments are used almost equally.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
[Abstract]:Teacher-student interaction runs through the whole process of English classroom teaching, in which teacher talk plays an important role in language knowledge teaching and classroom monitoring, and also plays an extremely important role in the teaching effect of English classroom. In addition, it also plays a very important role in teaching language content and learning language for students (Nunan 1991). However, the teacher's ability to regulate and organize the classroom is mainly reflected in the allocation of turn. There is a clear difference between classroom discourse and people's daily life, because its purpose is to achieve a certain teaching goal. Therefore, teachers use teacher talk too much in the classroom, and often occupy the most important position in the process of turn-switching and assignment. Based on the above analysis, it can be concluded that in recent years, classroom discourse between teachers and students has become one of the main focuses of classroom discourse and second language acquisition. However, in the face of the pressure of higher education and curriculum tasks, many middle school teachers lack sufficient understanding and practical experience in classroom turn-around transfer, especially in the allocation of teacher-student turn, which has an important impact on the effectiveness of English teaching and classroom teacher-student interaction. Therefore, based on Krashen input hypothesis Swain's output hypothesis and Seliger's classification of HIGS and LIGS, this study attempts to analyze the six reading classes of three teachers in Zhangzhou first grade high school. This paper probes into the distribution characteristics of discourse turn between teachers and students in senior high school English classroom, finds out the problems existing in high school English class discourse turn, and assigns the turn for senior English teachers to improve the teaching effect. It provides some references and suggestions on increasing effective comprehensible input and stimulating students' utterance output. By studying this subject, we find that: 1. The number of teachers' turn is more than the students' turn and occupies the dominant position in the classroom, and the higher the teacher's teaching age, the lower the teacher's turn ratio. In terms of the quantity and distribution of fast class and slow class, the number of fast class students is more than that of slow class students, and the quality of fast class students is better than that of slow class students. 2. In the round assignment, the whole class requests more times than individual requests and group requests. The higher the teacher's teaching age, the lower the frequency of using the whole class pleading mode in the round distribution, and the more the individual and the small group pleading. The same teacher used the class pleading more often in the slow class, while in the fast class, he used the personal pleading mode. 3. When communication is difficult, teachers tend to use clarification requests and confirmations. More validation and clarification requests are used in fast classes, while in slow classes, the three interactive adjustments are used almost equally.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
【参考文献】
相关期刊论文 前6条
1 范晓敏;;小学英语实习教师课堂话轮特征分析[J];江西教育学院学报;2011年03期
2 时常s，
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