小学英语课堂师生互动的微观研究

发布时间：2022-12-11 08:13

　　小学阶段学习者正处于语言学习的关键期,因此小学英语教学的研究在二语习得领域具有举足轻重的地位。区别于成人,儿童有他们自己的语言学习特点。由于儿童不具备显性语言学习能力,即不能有意识地识别和运用英语语言规则,且运用学习策略和调动情感因素的能力也相对较弱,因此,让他们参与自然语言的互动是他们最重要的学习方式。语言课堂的特点是参与者在互动中共同建构话语意义,形式包括学生互动和师生互动,这两种方式对语言学习至关重要。在过去的几十年里,会话分析已经成为研究课堂互动的一种重要方法。理解互动参与者进行教与学的实证需求是一个推动其应用日益广泛的主要因素。然而,大多数研究关注的是年长的学习者,尤其是成年人。虽然在荷兰、瑞士和斯堪的纳维亚半岛也有一些研究,但对小学或中学的研究相对较少。为了填补这一领域的研究空白,本研究从微观分析的角度对小学英语课堂师生互动的特点进行初步的探索。为了增加数据的丰富性,从多个维度对问题进行深入分析,本文引入了对照组,旨在揭示三组教师之间的异同点:三名以英语为母语的普通教师,两名本土专家教师和四名本土普通教师。这九名教师来自于上海五所小学。研究数据来源于某大学外语学院建立的,用... 

【文章页数】：134 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
List of Abbreviations
Chapter 1 Introduction
    1.1 The aims and significance of the research
    1.2 The structure of the thesis
Chapter 2 Literature Review
    2.1 Studies of young ESL/EFL learners
    2.2 Studies of classroom interaction using conversation analysis
    2.3 Studies of classroom interaction based on socio-cultural theory
Chapter 3 Theoretical framework
    3.1 Teaching English to young learners
    3.2 Piaget's theory regarding children's psychological development
    3.3 Socio-cultural theory
    3.4 Interactionist approaches
Chapter 4 Methodology
    4.1 Research questions
    4.2 Participants
    4.3 Data collection
    4.4 Data analysis
        4.4.1 Transcription
        4.4.2 Analysis framework
    4.5 Ethical issues
Chapter 5 Turn-taking
    5.1 Occurrence of IRF exchanges
        5.1.1 IRF exchanges in ETs'classrooms
        5.1.2 IRF exchanges in NCTs'classrooms
        5.1.3 IRF exchanges in NFTs'classrooms
        5.1.4 Comparison and contrast of the three groups in IRF exchanges
    5.2 Question type
        5.2.1 Question types in ETs'classrooms
        5.2.2.Question types in NCTs'classrooms
        5.2.3 Question types in NFTs'classrooms
        5.2.4 Comparison and contrast of the three groups in question type
    5.3 Turns in chorus
        5.3.1 Choral practice in ETs'classrooms
        5.3.2 Choral practice in NCTs'classrooms
        5.3.3 Choral practice in NFTs'classrooms
        5.3.4 Comparison and contrast of the three groups in choral practice
    5.4 Length and frequency of turns
Chapter 6 Repair
    6.1 Initiation and repair
        6.1.1 Repair in ETs'classrooms
        6.1.2 Repair in NCTs'classrooms
        6.1.3 Repair in NFTs'classrooms
        6.1.4 Comparison and contrast of the three groups in repair
    6.2 Feedback on errors
Chapter 7 Discussion
    7.1 Similarities
    7.2 Differences
        7.2.1 Expert teachers vs.non-expert teachers
        7.2.2 Foreign teachers vs.Chinese teachers
        7.2.3 Other findings
Chapter 8 Conclusion
References
Appendix A Transcription System


【参考文献】：
期刊论文
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[2]小学英语课堂规则的设置与执行:专家教师和新手教师的比较[J]. 郑丽萍.  基础外语教育. 2016(01)
[3]小学英语课堂师生互动研究[J]. 陈柏华,高丹丹.  课程.教材.教法. 2013(10)
[4]还互动本真 创高效课堂——初中英语课堂师生互动实效性的实践研究[J]. 徐耀枝.  教育教学论坛. 2013(23)
[5]专家—熟手—新手教师高中英语阅读课课堂互动比较研究[J]. 罗晓杰,王雪.  课程·教材·教法. 2011(12)



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