初中英语听说课与阅读课中教师负面反馈话语比较研究

发布时间：2018-07-10 00:14

本文选题：听说课 + 阅读课　；参考：《闽南师范大学》2017年硕士论文

【摘要】：在二语习得研究领域,教师课堂话语是当下的一个研究热点,负面反馈话语是教师课堂话语的一个重要组成部分,对于促进学习者语言习得具有重要意义,因此受到了众多学者的普遍关注。笔者通过查找相关文献资料发现,国内对教师负面反馈话语的研究多集中在某一种课型上,鉴于这种情况,为了提高初中英语教师专业发展水平,帮助教师意识到不同课型合理使用负面反馈话语的重要性,使教师互相借鉴,提高课堂教学效率,笔者对初中英语听说课与阅读课中教师课堂反馈话语进行了对比研究。本研究采用定性和定量相结合的方式,通过课堂观察、课堂录音和问卷调查等研究方式,对某中学6位初中英语教师进行分组研究。根据教龄、职称和业绩将教师分为新手组、熟手组和专家组,每位教师各录制两节课(一节听说课和一节阅读课)。本次研究旨在研究以下问题:(1)初中英语课中,教师负面反馈话语的使用现状如何?类别的分布特征如何?(2)初中英语课中,不同类型教师使用教师负面反馈话语有何差异?(3)初中英语课中,不同课型中教师使用负面反馈话语有何差异?研究发现:(1)初中英语课堂中,教师能够综合使用各种不同类型的负面反馈方式,在所有的负面反馈方式中,元语言提示的使用频率最高,而明确纠错的使用率略低于元语言反馈;(2)新手组和专家组在使用积极和消极负面反馈的比例相近,而熟手组教师使用积极负面反馈的比例比其他两组都要高,消极负面反馈比其他两组要少;(3)课型对于负面反馈话语总量并无绝对的影响,阅读课积极负面反馈比例比听说课低,而阅读课的消极负面反馈的比例则比听说课的要高,从听说课和阅读课中教师使用负面反馈类型的差异性来看,两者最大差异在于问题引导的使用率;(4)熟手组和专家组教师在听说课与阅读课中积极与消极负面反馈话语的分布率相近,而新手组教师在这两种课型中积极与消极负面反馈话语的分布率相差较大,新手组教师在两种课型中使用明确纠错的差异最大,熟手组教师使用元语言提示和问题引导的差异最大,而专家组教师则在重铸这种负面反馈类型的使用率上出现了显著的差异。总之,英语教师应该不断加强有关负面反馈话语的理论知识学习,教师之间相互借鉴,相互学习,依据不同课型的教学目标和教学内容对负面反馈话语的使用进行适当调整,综合考虑学生的语言水平和情感态度,针对性的选择合适的负面反馈形式。
[Abstract]:In the field of second language acquisition (SLA), teacher classroom discourse is a hot topic, and negative feedback discourse is an important part of teacher classroom discourse, which is of great significance to promote learners' language acquisition. As a result, many scholars pay close attention to it. By looking up the relevant literature, the author finds that the research on teachers' negative feedback discourse in China is mostly focused on a certain class type. In view of this situation, in order to improve the professional development level of English teachers in junior high school, In order to help teachers realize the importance of rational use of negative feedback utterances in different classes and make teachers learn from each other and improve classroom teaching efficiency, the author makes a comparative study of classroom feedback utterances of teachers in English listening and speaking and reading classes in junior high school. Through classroom observation, classroom recording and questionnaire survey, six junior middle school English teachers in a middle school were divided into groups. Teachers are divided into novice group, proficient group and expert group according to their seniority, professional title and performance. Each teacher records two classes (one listening and speaking lesson and one reading lesson). The purpose of this study is to study the following questions: (1) what is the current situation of teachers' negative feedback utterances in junior middle school English classes? What are the distribution characteristics of the categories? (2) what are the differences in the use of negative feedback utterances by different types of teachers in junior high school English classes? (3) what are the differences in the use of negative feedback utterances among teachers in different English classes in junior high school? The findings are as follows: (1) in junior middle school English classes, teachers can comprehensively use different types of negative feedback methods. Among all the negative feedback ways, metalanguage prompts are used most frequently. The rate of explicit error correction was slightly lower than that of metalanguage feedback; (2) the proportion of positive and negative feedback was similar between the novice group and the expert group, while the proportion of teachers in the familiar group was higher than that in the other two groups. (3) the proportion of positive negative feedback in reading class is lower than that in listening and speaking class, while the proportion of negative feedback in reading class is higher than that in listening and speaking class. From the perspective of the differences in the types of negative feedback used by teachers in listening and speaking and reading classes, (4) the distribution rate of positive and negative feedback utterances in listening and speaking class and reading class was similar between the proficient group and the expert group teacher. However, the distribution rate of positive and negative feedback utterances between the novice group teachers and the novice group teachers is quite different, and the difference between the novice group teachers and the novice group teachers in the use of explicit error correction in the two classes is the greatest. The differences between metalanguage cues and question guidance were the most significant in the proficient group, while there were significant differences in the utilization rate of recasting this negative feedback type among the expert group teachers. In a word, English teachers should constantly strengthen their theoretical knowledge about negative feedback discourse, learn from each other and adjust the use of negative feedback discourse according to different teaching objectives and contents. Taking into account students' language proficiency and emotional attitude, select appropriate negative feedback form.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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