高中英语专家型教师和新手型教师课堂话语个案研究
发布时间：2025-05-07 21:54
课堂话语不但是教师实施课堂教学的工具,而且也是学生目标语输入的重要来源。关于课堂话语的研究,Walsh指出:语言教师可以通过增强对课堂话语的更深入理解,特别是通过关注语言、交互和学习之间的复杂关系来改进其教学实践。这一观点指明了课堂话语在教师的日常教育教学与未来职业发展中的重要性。近年来,国内外聚焦教师话语的研究已取得丰硕成果,但相关研究多数集中在大学英语常态课或赛课方面,有关中小学教师课堂话语的文献相对较少,研究仍存在一定的局限性和不完整性。鉴于此,对高中英语课堂教师话语的研究是非常迫切和必要的。本文以克拉申的输入假说、斯温的输出假说以及龙的交互假说为理论基础,运用课堂观察、问卷调查和访谈三种研究方法,旨在对巴中中学高一年级两位英语教师(专家型教师和新手型教师各一名)的课堂教师话语展开质性和量化综合对比研究,对比主要涉及三个维度:教师话语量,提问类型,交互调整策略。研究结果显示:(1)新手型教师平均话语量多于专家型教师,且新手型教师平均话语量高于学生话语量,而专家型教师平均话语量低于学生话语量;在不同板块的教学内容中,两位教师的话语时间占教学时间的比例有所不同。其中,在讲授背景知识和听...
【文章页数】：77 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter One Introduction
1.1 Background of the Research
1.2 Purpose of the Research
1.3 Significance of the Research
1.4 Structure of the Thesis
Chapter Two Literature Review
2.1 Teacher Talk
2.1.1 Definitions of Teacher Talk
2.1.2 Functions of Teacher Talk
2.2 Previous Studies on Teacher Talk Abroad and at Home
2.2.1 Previous Studies Abroad
2.2.2 Previous Studies at Home
2.3 Relevant Studies on Expert Teacher and Novice Teacher
2.3.1 Definition of Expert Teacher and Novice Teacher
2.3.2 Previous Comparative Studies on Teacher Talk Between Expert and Novice Teachers
2.4 Theoretical Basis
2.4.1 Krashen’s Input Hypothesis
2.4.2 Long’s Interaction Hypothesis
2.4.3 Swain’s Output Hypothesis
Chapter Three Research Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Methods
3.3.1 Classroom Observation
3.3.2 Questionnaire
3.3.3 Interview
3.4 Research Procedures
3.5 Data Collection and Analysis
Chapter Four Research Results and Discussion
4.1 The Amount of Teacher Talk of Novice and Expert Teacher
4.1.1 Vocabulary Teaching Part
4.1.2 Background Knowledge Introducing Part
4.1.3 Listening and Speaking Part
4.1.4 Intensive and Extensive Reading Part
4.1.5 Grammar and Writing Part
4.1.6 Summary and Test Part
4.2 Types of Questions of Novice and Expert Teacher
4.3 Interactional Modification of Novice and Expert Teacher
Chapter Five Conclusion
5.1 Major Findings of the study
5.2 Limitations of the study
5.3 Suggestions for future research
Bibliography
Appendices
Acknowledgements
本文编号：4043851
【文章页数】：77 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter One Introduction
1.1 Background of the Research
1.2 Purpose of the Research
1.3 Significance of the Research
1.4 Structure of the Thesis
Chapter Two Literature Review
2.1 Teacher Talk
2.1.1 Definitions of Teacher Talk
2.1.2 Functions of Teacher Talk
2.2 Previous Studies on Teacher Talk Abroad and at Home
2.2.1 Previous Studies Abroad
2.2.2 Previous Studies at Home
2.3 Relevant Studies on Expert Teacher and Novice Teacher
2.3.1 Definition of Expert Teacher and Novice Teacher
2.3.2 Previous Comparative Studies on Teacher Talk Between Expert and Novice Teachers
2.4 Theoretical Basis
2.4.1 Krashen’s Input Hypothesis
2.4.2 Long’s Interaction Hypothesis
2.4.3 Swain’s Output Hypothesis
Chapter Three Research Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Methods
3.3.1 Classroom Observation
3.3.2 Questionnaire
3.3.3 Interview
3.4 Research Procedures
3.5 Data Collection and Analysis
Chapter Four Research Results and Discussion
4.1 The Amount of Teacher Talk of Novice and Expert Teacher
4.1.1 Vocabulary Teaching Part
4.1.2 Background Knowledge Introducing Part
4.1.3 Listening and Speaking Part
4.1.4 Intensive and Extensive Reading Part
4.1.5 Grammar and Writing Part
4.1.6 Summary and Test Part
4.2 Types of Questions of Novice and Expert Teacher
4.3 Interactional Modification of Novice and Expert Teacher
Chapter Five Conclusion
5.1 Major Findings of the study
5.2 Limitations of the study
5.3 Suggestions for future research
Bibliography
Appendices
Acknowledgements
本文编号：4043851
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