大学英语课堂中教师反馈语的研究

发布时间：2018-01-05 10:32

本文关键词：大学英语课堂中教师反馈语的研究　出处：《长春工业大学》2017年硕士论文　论文类型：学位论文

【摘要】：在现代大学英语课堂中,和传统课堂以教师为中心的理念不同,我们倡导以学生为中心的教学理念。交流不仅是学生学习语言的工具,更是我们英语教学追求的目标。教师反馈语作为教师话语的重要组成部分,对师生间的交流具有巨大的促进作用。教师反馈语是课堂上教师为了促进学生学习或鼓励学生参与课堂而提供的言语性反馈。国内对教师反馈语的研究始于20世纪80年代,主要集中与对大学和高中阶段教师反馈语的研究。基于对大学英语课堂教师反馈语的浓厚兴趣,笔者通过课堂观察和问卷调查的方式对大学英语课堂教师反馈语进行了研究,主要想解决以下四个问题:1.大学英语课堂中用到的教师反馈有那些?2.大学英语课堂中所用的各种教师反馈语的频率是怎样的?3.各种反馈语的具体功能有哪些?4.教师在课堂中使用反馈语的偏好和习惯和学生对不同种类的反馈语的偏好一致吗?通过对淮海工学院大学二年级市场营销专业四个班级四名教师160名学生进行课堂观察和问卷调查研究,笔者发现:1.把大学英语课堂使用的教师反馈按照频率由高到低依次是:积极反馈语—引发性的积极反馈、有附加语的积极反馈、简单积极反馈、积极反馈加重复。消极反馈语—诱导、直接叫另一同学、重述、明确纠错、请求澄清、重复、另请学生回答、元语言提示。其中,笔者通过观察新发现的反馈方式是:积极反馈加重复、直接叫另一同学;2.不同反馈语的具体功能和适用性各有不同;3.学生和教师对不同反馈语的偏好有所不同。通过以上的发现,笔者对教师反馈语的使用提出了几点建议:1.教师要充分认识了解教师反馈语对教学的巨大作用;2.教师要丰富自己所用反馈语的种类,掌握尽可能多种类的反馈语以适应学生的不同需要;3.教师要提高自身反馈语的质量;4.教师要了解学生和自己对不同反馈语的偏好,改变自身的偏好来适应学生的需要。
[Abstract]:In modern college English classroom, different from the traditional teacher-centered concept, we advocate the student-centered teaching concept. Communication is not only a tool for students to learn language. Teacher feedback is an important part of teacher talk. Teacher feedback is a kind of verbal feedback provided by teachers in order to promote students' learning or encourage students to participate in the classroom. 80s of the century. This paper focuses on the research of teacher feedback in college and senior high school, based on the strong interest in teacher feedback in college English classroom. Through classroom observation and questionnaire survey, the author makes a study on the feedback of college English classroom teachers, and tries to solve the following four questions: 1. What are the teachers' feedback used in college English classroom? 2. What is the frequency of teacher feedback used in college English classes? 3. What are the specific functions of the various feedback words? 4. Is the preference and habit of using feedback in the classroom consistent with the preference of students for different types of feedback? Through classroom observation and questionnaire investigation, 160 teachers of four classes in four classes of marketing major in Huaihai University of Technology were investigated. The author finds that the teacher feedback used in college English classroom is in the order of frequency from high to low: positive feedback-induced positive feedback, positive feedback with additional words, simple positive feedback. Positive feedback plus repetition. Negative feedback-induces, directly calls another student, restates, explicitly corrects, requests clarification, repeats, asks the student to answer, meta-language hint. The author observed the new ways of feedback: positive feedback plus repetition, directly called another student; 2. The specific function and applicability of different feedback words are different; 3. Students and teachers have different preferences for different feedback words. The author puts forward several suggestions on the use of teacher feedback: 1.Teachers should fully understand the great role of teacher feedback in teaching; 2. Teachers should enrich the types of feedback they use and master as many kinds of feedback as possible to meet the different needs of students; 3. Teachers should improve the quality of their feedback; 4. Teachers should understand the preference of students and themselves for different feedback words and change their preferences to meet the needs of students.
【学位授予单位】：长春工业大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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