英语课堂教师提问话语分析

发布时间：2018-06-12 22:25

本文选题：教师提问 + 英语课堂　；参考：《湖北师范大学》2017年硕士论文

【摘要】：在外语课堂教学中,教师话语不仅仅是有效教学的重要媒介,更是语言应用的典范。教师课堂提问是教师话语不可或缺的组成部分,是课堂教学过程中师生最普遍、最有效的互动交流方式。有效的教师提问可以激发学生的好奇心和学习动机,提高学生对教学内容的关注度,同时,还可以启发学生的思维和想象力,增加学生参与课堂活动的积极性和主动性,活跃课堂气氛。语言教师的课堂提问不仅是学生语言输入的重要来源,也是帮助学生理解知识、建构知识、发展能力的重要手段。本研究主要针对15名英语教师课堂实录中的提问话语进行分析。本研究的主要理论依据为语言输入假说(Input Hypothesis)、输出假设理论(Output Hypothesis)和交互假说(Interaction Hypothesis)。以15名英语教师的课堂实录为样本研究,运用了录像分析、定性研究和定量研究的研究方法。本研究主要分为三个维度:教师提问的类型、教师提问的策略和教师提问的方式。根据课堂观察和数据分析,研究结论如下:(1)语言课堂的教师提问中,参考性问题(56.9%)多于展示性问题(43.1%)。教师会根据不同教学阶段的教学目标设置不同的提问类型。(2)重复策略(37.9%)使用的最为频繁,其他三个策略使用比例也很大。所有的课堂提问策略(55%)几乎都被有效地使用。(3)教师使用不同的提问方式鼓励学生积极参与课堂活动。自愿回答(47.2%)和全班回答(34.8%)是最为常见的课堂提问方式。基于上述研究结论,总结出英语教学过程中关于教师提问话语的一些启示。
[Abstract]:In foreign language classroom teaching, teacher talk is not only an important medium of effective teaching, but also a model of language application. Teacher classroom questioning is an indispensable part of teacher talk, and is the most common and effective interactive communication between teachers and students in the process of classroom teaching. Effective teacher questioning can arouse students' curiosity and learning motivation, improve students' attention to teaching content, at the same time, it can also inspire students' thinking and imagination, and increase students' enthusiasm and initiative to participate in classroom activities. Active classroom atmosphere. The classroom questioning of language teachers is not only an important source of students' language input, but also an important means to help students understand knowledge, construct knowledge and develop their abilities. The present study focuses on the analysis of the questioning discourse in the classroom records of 15 English teachers. The main theoretical bases of this study are input hypotheses, output hypotheses and interaction hypotheses. Taking the classroom record of 15 English teachers as a sample, the research methods of video analysis, qualitative research and quantitative study are used. This study is divided into three dimensions: the types of teachers' questions, the strategies of teachers' questions and the ways of teachers' questions. According to the classroom observation and data analysis, the conclusions of the study are as follows: (1) among the teachers' questions in the language classroom, the reference question is 56.9%) more than the demonstrative question (43.1%). According to the teaching objectives of different teaching stages, teachers will set up different types of questions (3.79%), and the other three strategies will be used in a large proportion. Almost all classroom questioning strategies are used effectively. 3) Teachers use different questioning methods to encourage students to participate actively in classroom activities. Voluntary answer (47.2) and class answer (34.8) are the most common classroom questions. Based on the above conclusions, this paper sums up some enlightenments on teacher's question talk in English teaching.
【学位授予单位】：湖北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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