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大学英语精读课堂教师话语研究

作　者: 潘婉莹
导　师: 刘改琳
学　校: 西安工业大学
专　业: 外国语言学及应用语言学
关键词: 教师话语英语精读课非英语专业输入输出
分类号: H319
类　型: 硕士论文
年　份: 2010年
下　载: 185次
引　用: 0次
阅　读: 论文下载

内容摘要

随着自主学习和以学生为主体的教学模式的出现,在中国近几年的教学研究中以学习者为对象的研究较多,而以教师为对象的研究相对较少。教师话语是指教师在第二语言或外语学习课堂上为组织和从事教学所使用的语言。教师话语对学习者的课堂参与度、学习态度、语言输出以及整个语言学习过程都有着极其深远的影响。Nunan(1991)指出：“教师话语对学生的语言学习及外语课堂教学的组织都是非常关键的,这不仅是因为教学内容只有通过完美的教师话语组织与传授才能达到理想的教学效果,而且还因为它本身起着对目的语使用的示范作用,所以是学生语言输入的又一重要途径”。本文旨在分析课堂录音的实证基础之上,结合问卷调查及访谈,从教师提问,教师反馈,课堂交互调整方式及教师话语时间四个方面来定性定量分析中国语言环境下大学英语精读课堂教师话语的特点、作用及其对学习者语言学习的影响。本研究结果表明教师在课堂上使用的展示性问题高于参考性问题,教师所使用的三种交互调整方式中,理解核实使用频率最高,其次是确认核实而最不常使用的是澄清请求,教师话语量远远大于学生话语量,所有教师均使用积极有效的反馈形式,对学生的回答予以赞扬、鼓励。在本研究的课堂教学模式中,教师仍然是教学的中心。基于此调查并结合国内外的相关研究成果,本文最后对中国语境下的教师话语提出一些尝试性建议并提出了一些关于今后进行相关研究的建议。

全文目录

ABSTRACT  3-5
摘要  5-8
CHAPTER Ⅰ INTRODUCTION  8-12
  1.1 The research background  8-9
  1.2 The significance of the study  9-10
  1.3 The purpose of the study  10-11
  1.4 The organization of the study  11-12
CHAPTER Ⅱ LITERATURE REVIEW  12-29
  2.1 Teacher talk  12-16
    2.1.1 Definition of teacher talk  12-13
    2.1.2 Present study of English teacher talk  13-16
  2.2 Rationale for teacher talk  16-19
    2.2.1 Input Hypothesis  16-17
    2.2.2 Interaction Hypothesis  17-18
    2.2.3 Output Hypothesis  18-19
  2.3 Studies on interactional characteristics of teacher talk  19-29
    2.3.1 Teachers' questions  20-22
    2.3.2 Teachers' feedback  22-25
    2.3.3 Modification of teacher talk  25-26
    2.3.4 Teacher talking time  26-29
CHAPTER Ⅲ METHODOLOGY OF RESEARCH  29-33
  3.1 Problems to be solved  29
  3.2 Subjects  29-30
  3.3 Instrument  30-31
    3.3.1 Classroom observation and audio recording  30-31
    3.3.2 Questionnaire  31
    3.3.3 Interview  31
  3.4 Data collection  31-33
CHAPTER Ⅳ RESULTS OF RESEARCH  33-42
  4.1 The results of teachers' questions  33-35
    4.1.1 Frequency of display questions and referential questions  33-34
    4.1.2 Distribution of teachers' questions  34-35
  4.2 The results of teachers' feedback  35-36
  4.3 The results of interactional modificaction of teacher talk  36-38
  4.4 The results of teacher talking time  38-42
    4.4.1 Amount of teacher talking time and learner talking time  38-39
    4.4.2 Amount of teacher native talking time  39-42
CHAPTER V DISCUSSIONS AND IMPLICATIONS  42-59
  5.1 Discussions of the results  42-50
    5.1.1 Discussions of teachers' questions  42-44
    5.1.2 Discussions of teachers' feedback  44-46
    5.1.3 Discussions of interactional modificaction of teacher talk  46-47
    5.1.4 Discussions of teacher talking time  47-50
  5.2 Implications for English teaching and learning  50-59
    5.2.1 Improvement of teachers' questioning skills  50-52
    5.2.2 Improvement of teachers' feedback skills  52-53
    5.2.3 Maximizing learners'interaction  53-55
    5.2.4 Improvement of teachers' proficiency in teacher talk  55-57
    5.2.5 Creating a positive and cheerful atmosphere for learners  57-59
CHAPTER Ⅵ CONCLUSION  59-62
  6.1 Major findings  59-60
  6.2 Limitations and suggestions for the future research  60-62
BIBLIOGRAPHY  62-66
攻读硕士学位期间发表的论文  66-67
ACKNOWLEDGEMENTS  67-70
APPENDIX Ⅰ  70-73
APPENDIX Ⅱ  73-74
APPENDIX Ⅲ  74-75
APPENDIX Ⅳ  75

大学英语精读课堂教师话语研究

内容摘要

全文目录

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