【作者】 蒋宇红；

【导师】 刘家荣；

【作者基本信息】 西南师范大学 ， 英语语言文学， 2003， 硕士

【摘要】 自90年代中以来，西方已有不少学者开始提倡进行“教师研究”(TESOL Journal,1994／4)，这表明，教师作为教学实施者乃至研究者的作用日益得到再认识，需要加强关于教师课堂行为方面的研究。教师话语(teacher talk)是教师行为的重要组成部分，是指教师在第二语言／外语学习的课堂上为组织和从事教学所使用的语言。 Nunan(1991)指出：“教师话语对课堂教学的组织及学生的语言习得两者都是至为关键的，这不仅因为教学内容只有通过完美的教师话语的组织与传授才能达到理想的教学效果，而且因为它本身还起目的语(target language)使用的示范使用，是学生语言输入的又一重要途径”。教师话语的数量和质量会影响甚至决定课堂教学的成败(Hakansson,1986)。 近20多年来，语言学家们对二语课堂的研究结果表明：课堂内学习者的成功输出在很大程度上与教师所使用的语言以及课堂教学的实际过程——课堂互动(classroom interaction)有关。Ellis(1990)认为，教师对管理课堂互动负有最终的责任。 目前，国外学者对教师话语的研究大多注重其作为语言输入所具有的种种特征，如语速、语调、词汇、句法、语篇方面的调整(Chaundron,1988)，而且许多研究局限于以教师为中心的传统课堂，如Pica & Long(1986)的研究结果表明，教师使用展示性问题和理解核实多，而参考性问题、确认核实和澄清请求较少，他们由此得出结论：以教师为主导的课堂缺乏真正意义上的实际，因而学习者获得可理解的语言输入较少，不得于语言习得。同时，国外许多学者对不同类型教师话语的功能及其对学习者二语习得影响的研究也给我们提供了不少启示。Brock(1986)的研究说明，参考性问题可以增加学习者在课堂上的语言输出，从而促进语言习得。ElliS＊）认为，在自然环境中人们常使用确认核实和澄清请求来克服交际困难，课堂中教师使用这两种方式可以给学生提供更多进行意义协商的机会。NunanO）认为教师话语给予学习者的积极反馈可以增强学习者的学习动机，更有助于改进学习者的行为。但在国内，关于教师话语的作用和课堂中交互形式的特征在国内外语教学界尚未引起足够的注意，此类研究较少，对中国语境下英语课堂中教师的话语量、教师提问的类型及频率分布、各种交互调整的次数及所占比例、教师对学生课堂表现作出反馈的不同类型及其上述各方面对学生语言习得的影响都鲜有研究。因此，在中国英语课堂中教师话语具有何种特征？以及这些特征从哪些方面影响学习者的语言习得？中国语境下的英语课堂是否真正能为学习者创造一个更好的语言习得环境？这些问题尚待进一步研究。 由于上述原因，我们很有必要进一步考察中国语境下英语课堂教师话语的特征，帮助教师认识哪种类型的课堂话语更有利于学生的语言习得，从而成为值得提倡的教师课堂话语，为改进和评价教学以及教师培训提供重要的依据和启示。基于此，本研究通过分层抽样选取了重庆地区六所高校（西南师范大学、重庆大学、四J！1外语学院、西南政法大学、西南农业大学、重庆医科大学）的十位英语专业教师，通过对其课堂教学过程进行观察、录音并转写成文字材料的方式，对其反映出的教师话语的五个方面的特征进行了归类分析，这五个方面是：教师话语量、教师提问的类型、交互调整的方式、反馈的类型及纠错的方式。同时，本研究通过问卷调查了这十位教师所任教班级的326名学生，试图从另一角度对录音分析的结果提供佐证。该问卷是在周星、周韵（2002）所作调查问卷的基础上改编，一共包括十四个题项，大体反映教师话语的上述五个方面的特征。最终目的是旨在为中国语境下英语课堂教师话语特征的研究、教师话语策略的研究及外语教学提供重要的依据和启示。问卷调查结果和录音分析结果两组数据共同揭示了英语课堂教师话语的特征，其研究结果如下： 门）教师话语量远远少于学生话语量，分别占课堂时间的38．160／0与54．OZ％。 （2）教师在课堂上使用的展示性问题的频率高于参考性问题，但差别不显著，分别为 45．280与 54．72O。 （3）教师为解决与学习者进行交流时的交际困难而使用的三种调整方式中，确认核实使用频率最高，占到55．74％，其次是理解核实，占36刀7％，最不常使用的方式是澄清请求，仅占8，2％。 （4）教师对学习者的课堂表现作出的反馈中，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。 （5）对待学生错误的方式，大多数教师采取的是立即纠正的办法，高达74．36％的比例。而与之相反，问卷结果显示只有极少数学生（仅占4．7％）希望教师纠错。请他人回答的方式显然不受学生欢迎（仅占1．7％），与之相同，十位教师使用这种方式的频率只有3次，仅占7石9％。忽略小错、在事后选择重要的进行讲解并纠正的方式无一教师使用，而这种方式受到相当部分学生的欢迎。另一有效的并且受到绝大部分学生欢迎的方式：期待学生自我纠正却在教师中使用较少，仅占 17．95％的比例。 根据以上调查结果，本研?更多还原

【Abstract】 Since the mid 1990s, "teacher research" has been advocated by many western researchers (TESOL Journal, 1994 /4). This trend demonstrates the fact that the role teachers play in implementing teaching plans and in researching on teaching processes is gaining an increasing recognition. Then it is necessary for us to strengthen the researches into teachers’ classroom behaviors. Teacher talk, one of the crucial parts of teacher behaviors, is the language which teachers use to organize and manage the L2/FL classrooms and implement their teaching plans (Nunan, 1991). It is one of the major ways that teachers convey information to learners, and is also one of the primary means of controlling learner behavior. As Nunan (1991) points out: "Teacher talk is of crucial importance, not only for the organisation of the classroom but also for the processes of acquisition. It is important for the organization and management of the classroom because it is through language that teachers either succeed or fait to implement their teaching plans. In terms of acquisition, teacher talk is important because it is probably the major source of comprehensible target language input the learner is likely to receive." The amount and type of teacher talk is even regarded as a decisive factor of success or failure in classroom teaching (Hakansson, 1986). A lot of constructive researches have been conducted on the L2/FL classrooms for the past 20 years. The results obtained from these researches show that learner’s successful target language output is correlated significantly to teacher talk and classroom interaction. Ellis (1990) also thinks that teachers have the ultimateresponsibility for managing classroom interaction.However, the traditional analyses tended to put focus on the features of teacher talk only for language input purpose, namely, instructional purpose. The focus was on tempo of speech, intonation, adjustments on the level of vocabulary, syntactic structure and text (Chaudron, 1988). Furthermore, what these researches investigated were teacher-fronted classrooms. For example, Pica & Long’s (1986) study reveals that most of the teachers’ questions are "display" rather than "referential" and that significantly more comprehension checks are used than confirmation checks and clarification requests. Based on these findings they suggest that ’’the SL classroom offers very little opportunity to the learners to communicate in the target language or to hear it used for communicative purposes by others", and thus fails make learners negotiate meaning and produce more comprehensible output to facilitate L2 acquisition. Meantime, a bulk of other researches in this field also provide illuminating and insightful ideas concerning the functions of teacher talk. Brock’s study (1986) reveals that referential questions may function to increase learners’ target language output and therefore facilitate their target language acquisition. Ellis (1990) contends that clarification requests and confirmation checks are used to deal with communication problems in naturalistic setting. Teachers may leave much room for learners to do negotiation of meaning in this way. Nunan (199) concludes that positive feedback is much more effective than negative feedback in changing pupil behavior, and thus would result in increasing motivation of learning on the part of the learners.Although there has been an increasing amount of studies on classroom teacher talk in western countries, little has been conducted in China to examine the features of teacher talk and classroom interaction in the Chinese context. There exists a shortage of empirical studies concerning the following aspects of teacher talk: the amount and type of teacher talk, frequency and types of teacher questions, frequency of interactional modifications. teachers’ feedback to learner’s performance and ways of error treatment. Therefore, the following respects deserve a further study: what are the characteristics of teacher talk in EFL classrooms in the Chinese context? What aspects of these cha更多还原