基于言语行为理论的鞍山市高中英语教师课堂话语研究
发布时间：2025-06-26 06:08
根据《普通高中英语课程标准》(2017版)在日常教学活动中,教师要结合主题语境,运用自己的课堂教学话语引导学生发言、对话、讨论。在课堂教学中,要不断地使用教师课堂话语复现主题相关词语,帮助学生运用思维导图梳理课文信息并整理主题相关词汇。由此可见,教师话语在课堂教学和学习者的语言习得过程中不仅是教师教学的载体,同时也是学生获得语言输入和提高核心素养的一个重要来源,因此提升教师对于课堂话语的应用能力对英语教学具有重要意义。本研究采用观察法和访谈法研究鞍山地区高中英语教师课堂话语的使用,通过对鞍山地区二十位高中英语教师的课堂实录进行观察,选取十位相同课型的教师进行研究,同时针对六位英语教师和部分参与课堂教学的学生进行访谈,明晰鞍山地区高中英语教师课堂话语使用现状及其存在的问题,并以言内行为、言外行为和言后行为框架对英语教师课堂话语的各个部分:讲授用语(问候语和指令语),课堂组织用语(讲授语和提问语)和反馈话语进行研究和剖析。通过研究发现,鞍山地区高中英语教师在课堂教师话语使用中:1.课堂问候语重复且千篇一律,部分指令语祈使句较多;2.部分教师讲授语过于简化,提问语设置展示性问题较多且提问话语相...
【文章页数】：72 页
【学位级别】：硕士
【文章目录】：
摘要
ABSTRACT
ACKNOWLEDGEMENTS
ABBREVIATIONS
Chapter1 Introduction
1.1 Research Background
1.1.1 The Need For High School English Curriculum Reform
1.1.2 The Practical Need for English Teaching
1.1.3 The Need for the Improvement of Students’Language Proficiency
1.2 Research Objectives and Significance
1.2.1 Research Objectives
1.2.2 Research Significance
1.3 Concept Definition
1.3.1 Classroom Discourse
1.3.2 Classification of English Teacher’s Classroom Discourse
1.3.3 Speech Act Theory
1.4 Innovation
Chapter2 Literature Review
2.1 Studies of Classroom Discourse
2.1.1 Classroom Discourse Researches Abroad
2.1.2 Classroom Discourse Researches in China
2.2 Studies based on Speech Act Theory
2.2.1 Studies based on Speech Act Theory Abroad
2.2.2 Studies based on Speech Act Theory in China
2.3 Research Gap
Chapter3 Research Design and Implementation
3.1 Research Questions
3.2 Research Subjects
3.3 Research Methods
3.3.1 Classroom Observation
3.3.2 Interview
Chapter4 Research Results and Discussion
4.1 Results and Discussion to Observation Method
4.1.1 Distribution of Teacher’s classroom discourse
4.1.2 Questioning
4.1.3 Feedback
4.2 Results to Interview Method
4.2.1 Results of Interviews to Group1
4.2.2 Results of Interviews with Students
4.2.3 Results of Interviews to Group2
Chapter5 Pedagogical Implications
5.1 Discourse of Classroom Management
5.1.1 Greeting
5.1.2 Instructive Directive
5.2 Discourse of Classroom Teaching
5.2.1 Lecturing
5.2.2 Questioning
5.3 Discourse of Classroom Feedback
Chapter6 Research Conclusions
6.1 Conclusion
6.2 Research Limitations
6.3 Recommendations for Future Research
References
Appendix1
Appendix2
Appendix3
本文编号：4053283
【文章页数】：72 页
【学位级别】：硕士
【文章目录】：
摘要
ABSTRACT
ACKNOWLEDGEMENTS
ABBREVIATIONS
Chapter1 Introduction
1.1 Research Background
1.1.1 The Need For High School English Curriculum Reform
1.1.2 The Practical Need for English Teaching
1.1.3 The Need for the Improvement of Students’Language Proficiency
1.2 Research Objectives and Significance
1.2.1 Research Objectives
1.2.2 Research Significance
1.3 Concept Definition
1.3.1 Classroom Discourse
1.3.2 Classification of English Teacher’s Classroom Discourse
1.3.3 Speech Act Theory
1.4 Innovation
Chapter2 Literature Review
2.1 Studies of Classroom Discourse
2.1.1 Classroom Discourse Researches Abroad
2.1.2 Classroom Discourse Researches in China
2.2 Studies based on Speech Act Theory
2.2.1 Studies based on Speech Act Theory Abroad
2.2.2 Studies based on Speech Act Theory in China
2.3 Research Gap
Chapter3 Research Design and Implementation
3.1 Research Questions
3.2 Research Subjects
3.3 Research Methods
3.3.1 Classroom Observation
3.3.2 Interview
Chapter4 Research Results and Discussion
4.1 Results and Discussion to Observation Method
4.1.1 Distribution of Teacher’s classroom discourse
4.1.2 Questioning
4.1.3 Feedback
4.2 Results to Interview Method
4.2.1 Results of Interviews to Group1
4.2.2 Results of Interviews with Students
4.2.3 Results of Interviews to Group2
Chapter5 Pedagogical Implications
5.1 Discourse of Classroom Management
5.1.1 Greeting
5.1.2 Instructive Directive
5.2 Discourse of Classroom Teaching
5.2.1 Lecturing
5.2.2 Questioning
5.3 Discourse of Classroom Feedback
Chapter6 Research Conclusions
6.1 Conclusion
6.2 Research Limitations
6.3 Recommendations for Future Research
References
Appendix1
Appendix2
Appendix3
本文编号：4053283
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