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英语专业精读课堂师生协商式互动研究

作　者: 田伟
导　师: 高瑛
学　校: 东北师范大学
专　业: 外国语言学及应用语言学
关键词: 二语习得课堂互动师生协商学生口语输出
分类号: H319
类　型: 硕士论文
年　份: 2011年
下　载: 30次
引　用: 0次
阅　读: 论文下载

内容摘要

随着交际教学法和任务型教学法在中国英语教学中的广泛实施,课堂互动,尤其是师生协商式互动在近些年来越来越多的引起了中国学者的兴趣和关注。然而,国内学者对于师生协商式互动的研究还大多停留在对国外相关研究的介绍和综述层面上,缺乏对于课堂互动的实证研究,以课堂师生协商式互动为研究对象的研究则更是寥寥无几,这与中国拥有最庞大的英语学习者群体的事实极不相符。因此,本文在回顾现有文献的基础上,从心理语言互动和社会互动两个理论视角,对中国东北一所师范院校英语专业四个班级的精读课堂进行观察和录音,并以定性辅以定量分析的方法,对所搜集的八节精读课堂录音的转写文本进行分析讨论,旨在揭示英语专业精读课堂师生协商式互动的现状及其对学生即时口语输出的影响,以期为二语习得研究提供有益的补充。本文的主要研究发现如下:(1)在英语专业精读课堂中,师生协商式互动在课堂互动中所占比例较小。(2)在三种不同协商类型中,内容协商出现频率最高,形式协商其次,意义协商最低。(3)在协商过程中,教师运用多种协商手段,如诱导、理解核查、澄清请求等以最大限度调动学生主动参与。(4)总体来看,师生协商式互动有助于提高学生即时口语输出的质和量,但不同的协商类型和协商手段效果不尽相同。在三种协商类型中,内容协商在引导学生进行更多更好的口语输出方面最为有效;而诱导和澄清请求则是可以最有效促进学生口语输出质和量的最佳协商手段。本研究真实反映了当前英语专业精读课堂师生协商式互动的现状,证明了师生协商式互动的确可以为学生创设更为有利的语言、认知及情感环境,进而促进其语言能力和认知能力的共同发展。此外,本研究也证实了课堂研究对揭示学习者第二语言发展过程的巨大潜力和价值,因而值得进一步深入探索。

全文目录

Abstract  4-6
摘要  6-7
List of Abbreviations  7-10
Chapter One Introduction  10-13
  1.1 Background and Necessity of the Study  10-11
  1.2 Organization of the Thesis  11-13
Chapter Two Literature Review  13-23
  2.1 Defining Negotiation  13-14
  2.2 Classifying Negotiation  14-16
    2.2.1 Negotiation of Meaning  14-15
    2.2.2 Negotiation of Form  15
    2.2.3 Negotiation of Content  15-16
  2.3 A Selective Review of Relevant Studies on Negotiation  16-23
    2.3.1 Negotiation and L2 Comprehension  16-17
    2.3.2 Negotiation and L2 Form  17
    2.3.3 Negotiation and L2 Output  17-18
    2.3.4 Classroom-based Studies on Negotiation  18-23
      2.3.4.1 Identification of Negotiated Interaction in Classroom Setting  18-19
      2.3.4.2 Studies on Effects of Different Negotiation Types  19-21
      2.3.4.3 Summary of Previous Classroom-based Studies on Negotiation  21-23
Chapter Three Theoretical Framework  23-33
  3.1 Psycholinguistic Interactionist Theories  23-28
    3.1.1 Input Hypothesis  23-24
    3.1.2 Interaction Hypothesis  24-27
    3.1.3 Output Hypothesis  27-28
  3.2 Social Interactionist Theories  28-33
    3.2.1 Mediation in Learning  29-30
    3.2.2 Zone of Proximal Development and Scaffolding  30-33
Chapter Four Research Design  33-46
  4.1 Research Questions and Hypotheses  33
  4.2 Subjects of the Study  33-34
  4.3 Data Collection: Classroom Observation and Recording  34
  4.4 Data Transcription  34-35
  4.5 Data Coding and Analysis  35-46
    4.5.1 FLIAS: Data Coding and Analysis System  35-37
    4.5.2 Identifying Negotiated/Non-negotiated Interaction  37
    4.5.3 Classifying Negotiated Interaction  37-40
    4.5.4 Illustrating Negotiation Devices  40-44
    4.5.5 Evaluating Student Output  44-46
Chapter Five Results and Discussion  46-65
  5.1 Ratio of Negotiated to Non-negotiated Interaction  46-50
  5.2 Frequency Distribution of Three Different Types of Negotiation  50-55
  5.3 Devices Used to Initiate and Sustain Negotiation  55-57
  5.4 Effects of Negotiation on Student Output  57-65
    5.4.1 Effects of Negotiation Types on Student Output  58-60
    5.4.2 Effects of Negotiation Devices on Student Output  60-65
Chapter Six Conclusion  65-68
  6.1 Summary of Major Findings  65
  6.2 Pedagogical Implications  65-66
  6.3 Limitations of the Study and Suggestions for Further Research  66-68
References  68-72
Appendix One Transcription Conventions  72-73
Appendix Two Sample Transcription  73-82
Acknowledgements  82

英语专业精读课堂师生协商式互动研究

内容摘要

全文目录

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