基于二语习得理论的高中英语教师课堂话语调查研究

发布时间：2018-07-09 16:34

本文选题：二语习得 + 教师课堂话语　；参考：《淮北师范大学》2017年硕士论文

【摘要】：教师课堂话语不仅是英语教师组织课堂教学和传授语言知识的媒介语,同时也是学生二语习得过程中目的语输入的最主要来源,教师课堂话语对于学习者的二语习得至关重要。二语习得相关理论从不同角度揭示了教师课堂话语在学习者语言习得过程中扮演的特殊角色以及发挥的重要作用。本文选取了Krashen的可理解性输入假设和Long的交互假设为理论基础,采用自然调查法,以师生问卷调查、教师访谈和课堂观察与录音为研究策略,随机选取了淮北师范大学附属实验中学高一至高二的6位英语教师及其所带班级的学生为研究对象,以教师课堂话语的真实性、互动性和规范性为研究视角,对目前高中英语课堂中教师课堂话语的使用现状以及存在的各种问题进行调查与分析,探讨影响高中英语教师课堂话语的因素,为今后更好地开展英语教学提供一定的课堂启示。根据调查研究,作者发现高中阶段英语教师的课堂话语在真实性、互动性和规范性方面还存在一些不足,主要表现为:教师在日常的教学实践中忽视了自身课堂话语在交际中的真实性和互动性以及语言使用的规范性。针对教师课堂话语中存在的问题,作者认为:教师在教学过程中要充分意识到教师课堂话语的重要性,努力营造真实自然的课堂情景,积极使用会话式语言。而且,教师要加强自身的学科专业素养,确保自己的课堂话语规范得体。同时,作者希望本研究能在一定程度上为今后提高教师课堂话语以及课堂教学的质量提供一些有益的参考,以求更好地培养学生的交际能力,最终达到促进学生顺利地实现二语习得的目的。本文共有五章。第一章是绪论部分,作者简要论述了开展本研究的背景、目的和意义。第二章是文献综述,作者首先阐述了本研究的理论基础:Krashen的可理解性输入假设和Long的交互假设,然后分别对国内外与教师课堂话语相关的研究成果进行了综述。第三章以研究问题、研究对象和研究方法为切入点对高中英语教师的课堂话语进行研究设计。第四章是调查研究的结果与讨论。第五章是结论部分,包括研究的主要发现,以及基于研究发现所得出的一些课堂启示和本次调查研究的局限性;同时,作者对本次调查研究进行了简要的小结。
[Abstract]:Teacher classroom discourse is not only the medium for English teachers to organize classroom teaching and impart language knowledge, but also the main source of target language input in the process of second language acquisition. The relevant theories of second language acquisition reveal the special role and the important role of teacher's classroom discourse in the process of language acquisition from different angles. This paper selects Krashen's comprehensible input hypothesis and long's interaction hypothesis as the theoretical foundation, adopts the natural survey method, takes the teachers and students' questionnaire survey, the teacher interview, the classroom observation and the recording as the research strategy. This paper randomly selects 6 English teachers and their students from senior one to sophomore of Huaibei normal University affiliated Experimental Middle School, and takes the authenticity, interactivity and normality of teacher's classroom discourse as the research perspective. This paper makes an investigation and analysis of the current situation and problems in the use of classroom discourse in senior high school English classes, and probes into the factors that affect the classroom discourse of senior high school English teachers. For the future better to carry out English teaching to provide certain classroom enlightenment. According to the investigation, the author finds that there are still some deficiencies in the classroom discourse of English teachers in senior high school in the aspects of authenticity, interactivity and standardization. Teachers ignore the authenticity and interactivity of their classroom discourse in communication and the standardization of language use in their daily teaching practice. In view of the problems existing in teachers' classroom discourse, the author holds that teachers should fully realize the importance of teachers' classroom discourse in the process of teaching, strive to create real and natural classroom situations and actively use conversational language. Moreover, teachers should strengthen their discipline professionalism and ensure that their classroom discourse is appropriate. At the same time, the author hopes that this study can provide some useful references for improving the quality of classroom discourse and classroom teaching in the future, in order to better cultivate students' communicative competence. Finally, the purpose of promoting students to realize second language acquisition smoothly is achieved. There are five chapters in this paper. The first chapter is the introduction, the author briefly discusses the background, purpose and significance of this study. The second chapter is a literature review. The author first expounds the theoretical basis of this study, namely, the comprehensible input hypothesis and long's interaction hypothesis, and then summarizes the research results related to teacher's classroom discourse at home and abroad. The third chapter designs the classroom discourse of senior high school English teachers from the perspective of research questions, research objects and research methods. The fourth chapter is the result and discussion of investigation and research. The fifth chapter is the conclusion, including the main findings of the study, as well as some classroom revelations based on the findings and the limitations of this investigation. At the same time, the author makes a brief summary of the research.
【学位授予单位】：淮北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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