初中英语教学中教师反馈语的影响调查研究
发布时间：2018-11-16 19:11
【摘要】：教师反馈是影响学生学习动机形成的有力因素。教师反馈是指在课堂师生互动中,教师对学生的学习行为(问答、表演、操作等)中的交流语言、形式、内容或所涉及的其他信息做出的言语的或者非言语的回应。作为师生互动中的重要一环,教师反馈是学生语言输入的主要来源之一。有效的教师反馈既是尊重学生的主体性地位的体现,还能对学生的语言知识、认知和情感产生积极的影响,为师生互动创造良好的语境。反之,则会影响师生互动,不利于学生的语言习得。因此,对师生互动中的教师反馈作更深层次的研究则显得意义十足。当今,国内外研究者虽然对课堂教学做了大量的研究,但是注意力大多集中在教师用语及教师纠错反馈层面上,而对教师课堂反馈与学生学习动机的关系的研究却较为少见。本论文主要以初中英语课堂教学过程为源泉,拟通过对初中英语教师以及学生对教师反馈的态度和偏好的调查,帮助教师找到有效、实用、对教学有指导意义的教学反馈方式,尝试性提出提高初中教师反馈的质量以提高学生学习动机的建议,以此提高初中生的英语学习效率。本文的研究对象是武汉市鲁巷中学初中一年级随机抽取的两个班的87名学生以及初一年级的五名英语教师。作者通过问卷调查和访谈的形式来了解教师和学生对英语教师课堂反馈的态度及偏好。为了了解学生对教师反馈的态度和要求,作者对两个班的学生进行问卷调查,并对六名学生和五名教师进行了访谈。通过问卷调查和访谈笔者发现：教师反馈对学生课堂参与的影响是明显的,积极地反馈能促进学生的课堂参与。学生更希望教师能提供更多的眼神,手势,以及肢体语言的反馈,因此,学生的反馈需求要求教师注意多种反馈技巧的应用。总之,在初中英语课堂教学中,教师反馈是一种有效的英语教学策略,教师反馈语的多样性可以增加学生可理解性的英语语言输入和输出。针对不同的教学内容,教师应该灵活使用不同的教师反馈语类型,以便有效地提高英语课堂教学质量。学生对教师反馈语的偏好也影响着教师反馈语使用的有效性。
[Abstract]:Teacher feedback is a powerful factor influencing students' learning motivation. Teacher feedback refers to the verbal or non-verbal responses made by teachers to the communicative language, form, content or other information involved in the students' learning behavior (question and answer, performance, operation, etc.) in the classroom teacher-student interaction. As an important part of teacher-student interaction, teacher feedback is one of the main sources of students' language input. Effective teacher feedback is not only a reflection of respecting students' subjective status, but also a positive influence on students' language knowledge, cognition and emotion, thus creating a good context for teacher-student interaction. On the contrary, it will affect the interaction between teachers and students, which is not conducive to students' language acquisition. Therefore, a deeper study of teacher feedback in teacher-student interaction is meaningful. Nowadays, researchers at home and abroad have done a lot of research on classroom teaching, but most of them focus on teachers' language and teachers' error-correcting feedback, but the research on the relationship between teachers' classroom feedback and students' learning motivation is rare. This thesis mainly takes the junior middle school English classroom teaching process as the fountainhead, through the investigation to the junior middle school English teacher and the student to the teacher feedback attitude and the preference, helps the teacher to find the effective, the practical, has the instruction significance teaching feedback way. In order to improve the English learning efficiency of junior high school students, it is proposed to improve the quality of teachers' feedback in order to improve the students' learning motivation. The subjects of this study are 87 students in two classes randomly selected from the first grade of Luxiang Middle School in Wuhan City and five English teachers in Grade one. Through questionnaires and interviews, the author tries to find out the attitude and preference of teachers and students towards English teachers' classroom feedback. In order to understand the students' attitude towards teachers' feedback, the author conducted a questionnaire survey on the students in two classes, and interviewed six students and five teachers. Through the questionnaire survey and interview, the author finds that the teacher feedback has obvious influence on the students' classroom participation, and positive feedback can promote the students' classroom participation. Students hope that teachers can provide more feedback from eyes, gestures and body language. Therefore, students' feedback needs require teachers to pay attention to the application of various feedback techniques. In short, teacher feedback is an effective English teaching strategy in junior middle school English classroom teaching. The diversity of teacher feedback language can increase students' comprehensible input and output of English language. According to different teaching contents, teachers should use different types of teacher feedback language flexibly in order to effectively improve the quality of English classroom teaching. Students' preference for teacher feedback also affects the effectiveness of teacher feedback.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2336396
[Abstract]:Teacher feedback is a powerful factor influencing students' learning motivation. Teacher feedback refers to the verbal or non-verbal responses made by teachers to the communicative language, form, content or other information involved in the students' learning behavior (question and answer, performance, operation, etc.) in the classroom teacher-student interaction. As an important part of teacher-student interaction, teacher feedback is one of the main sources of students' language input. Effective teacher feedback is not only a reflection of respecting students' subjective status, but also a positive influence on students' language knowledge, cognition and emotion, thus creating a good context for teacher-student interaction. On the contrary, it will affect the interaction between teachers and students, which is not conducive to students' language acquisition. Therefore, a deeper study of teacher feedback in teacher-student interaction is meaningful. Nowadays, researchers at home and abroad have done a lot of research on classroom teaching, but most of them focus on teachers' language and teachers' error-correcting feedback, but the research on the relationship between teachers' classroom feedback and students' learning motivation is rare. This thesis mainly takes the junior middle school English classroom teaching process as the fountainhead, through the investigation to the junior middle school English teacher and the student to the teacher feedback attitude and the preference, helps the teacher to find the effective, the practical, has the instruction significance teaching feedback way. In order to improve the English learning efficiency of junior high school students, it is proposed to improve the quality of teachers' feedback in order to improve the students' learning motivation. The subjects of this study are 87 students in two classes randomly selected from the first grade of Luxiang Middle School in Wuhan City and five English teachers in Grade one. Through questionnaires and interviews, the author tries to find out the attitude and preference of teachers and students towards English teachers' classroom feedback. In order to understand the students' attitude towards teachers' feedback, the author conducted a questionnaire survey on the students in two classes, and interviewed six students and five teachers. Through the questionnaire survey and interview, the author finds that the teacher feedback has obvious influence on the students' classroom participation, and positive feedback can promote the students' classroom participation. Students hope that teachers can provide more feedback from eyes, gestures and body language. Therefore, students' feedback needs require teachers to pay attention to the application of various feedback techniques. In short, teacher feedback is an effective English teaching strategy in junior middle school English classroom teaching. The diversity of teacher feedback language can increase students' comprehensible input and output of English language. According to different teaching contents, teachers should use different types of teacher feedback language flexibly in order to effectively improve the quality of English classroom teaching. Students' preference for teacher feedback also affects the effectiveness of teacher feedback.
【学位授予单位】：华中师范大学
【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3条
1 胡亦杰;黄可泳;;教师信念与口语错误的更正[J];国外外语教学;2003年04期
2 李俊芬;;大学英语教学中有效教师反馈策略模式初探[J];外语教学理论与实践;2008年01期
3 王凤春;;课堂教学的即时性反馈与反思——教师专业成长的有效途径[J];教育科学研究;2007年04期
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