Teacher Talk and Classroom Interaction: A Comparative Research of NS & NNS Teachers in EFL Classrooms

【作者】 罗明燕；

【导师】 邸爱英；

【作者基本信息】 电子科技大学 ， 外国语言学与应用语言学， 2005， 硕士

【摘要】 在各种各样的课堂研究中,教师话语及教师与学生之间的课堂交互一直以来都是中心问题。教师话语,即教师在课堂上说的话,“不仅对课堂教学的组织而且对第二语言的习得过程都是至关重要的”(Nunan 1991)。语言课堂中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)。教师话语在语言教学中起到如此重要的作用,因而很多学者(比如Chaudron 1983; Gaise 1977, 1979; Henzl1979; Long 1981, 1983; 等) 对它作了大量的实证研究。另一方面,自20 世纪80 年代以来,大量的二语习得方面的研究使“课堂交互”的重要性渐渐为人所知(比如Allwright 1984; Ellis 1990; Long 1983; Swain 1985; 等)。这些研究的结果表明教师话语和课堂交互与学生的目标语习得过程有着紧密的联系。国内对教师话语和课堂交互的相关研究已经开始引起人们的关注。然而,只有少量的研究针对的是在中国的课堂环境中教师话语和课堂交互的特征(比如赵晓红1998;王银泉1999;周星、周韵2002)。对中国英语课堂环境中本族语教师和非本族语教师在此方面的差异进行实证研究的尤其少见。因此,有必要针对中国英语课堂中本族语教师和非本族语教师在教师话语和课堂交互(尤其是教师方面)的特征作比较研究。本研究的目的主要是调查中国大学英语课堂中教师话语和课堂交互的特征, 比较本族语教师和非本族语教师在这方面的异同, 探索教师在促进中国学生英语学习中所起的作用。同时, 本研究还尝试讨论这两组英语教师的文化背景是否对他们的教学风格和教师角色产生影响。 本研究随机选取了电子科技大学的5 位本族语英语教师和5 位非本族语英语教师作为研究对象。他们都是在该校研究生“英语听说读写”课程的任课教师。同时作为补充,本研究还随机通过问卷调查了该校的318 位研究生。该问卷以周星、周韵(2002)的调查问卷为基础。作者对课堂活动进行观察并对课堂话语进行完整录音,课后将录音转写成文字资料,然后对所得的数据按4 个方面进行归类和统计分析。这4 个方面是:教师话语量、教师提问、交互调整和教师反馈。研究结果表明在教师话语和课堂交互方面,本族语教师和非本族语教师没有教大差异,只是在本族语教师的课堂上平均的学生话语量较多。问卷调查的结果显示两组英语教师的文化背景对各自的教学风格和教师角色没有较大影响。本研究的结果为中国大学的英语教学提供了一些启示,即为学习者提供更多的语言输出的机会,鼓励更多的课堂交互的机会,以及为学习者创造更加积极的课堂氛围。更多还原

【Abstract】 Among the various classroom researches, teacher talk and teacher-student classroominteraction have always been the central issue. Teacher talk, the speech made by teachersin classroom, is ‘of crucial importance, not only for the organization of the classroom butalso for the processes of L2 acquisition’(Nunan 1991). The amount and quality ofteacher talk in language classroom has a great effect on classroom teaching and is even adecisive factor of the success or failure of it (Hakansson 1986). Since teacher talk playssuch an important role in language teaching, a great number of scholars (e.g. Chaudron1983; Gaise 1977, 1979; Henzl 1979; Long 1981, 1983; etc.) have made a lot ofempirical researches on it. On the other hand, a large number of researches in SLA havebrought to light the significance of ‘classroom interaction’since the 1980s (e.g. Allwright1984; Ellis 1990; Long 1983; Swain 1985; etc.). The results obtained from theseresearches show that teacher talk and classroom interaction have a close relationship tolearners’target language acquisition process.In China, the related researches on teacher talk and classroom interaction havebegun to catch the attention of a lot of people. However, only a few have been conductedto examine the features of teacher talk and classroom interaction in Chinese context (e.g.Zhao Xiaohong 1998; Wang Yinquan 1999; Zhou & Zhou 2002). Especially, there is littleresearch that empirically explores the differences in this aspect between NS teachers andNNS teachers in Chinese EFL classrooms. Therefore, it is significant to make acomparative research of NS and NNS teachers on the features of teacher talk andclassroom interaction (esp. at the teachers’part) in Chinese EFL classrooms.The present research is conducted with a purpose to investigate the characteristics ofteacher talk and classroom interaction in EFL classroom in the Chinese university, tocompare the similarities and differences between NS and NNS English teachers in thisaspect, and to explore the role teacher talk plays in improving the learning of ChineseEnglish students. And at the same time, this research attempts to discuss whether thecultural background has an effect on the teaching styles and roles of the two groups ofEnglish teachers.The subjects involved in this research are 5 randomly chosen NS and 5 randomlychosen NNS English teachers from UESTC (the University of Electronic Science andTechnology of China), who are in charge of the ‘listening, speaking and writing’coursefor postgraduates. Also in this research, 318 postgraduates in various kinds of majors更多还原