【作者】 王静；

【导师】 王秋海；

【作者基本信息】 首都师范大学 ， 学科教学， 2011， 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教师和研究者关注的焦点问题。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(Hakansson1986)。恰当的教师话语,可以使教师使教师开展有助于学生语言习得的课堂教学活动。教师话语在语言教学中起到非常重要的作用。很多学者(Chaudron 1983; Gaies 1977,1979; Henzl1979;Long 1981,1983; Allwright 1984; Ellis 1990; Swain1985；)对此都作了大量的实证研究。二十世纪八十年代以来,相当一部分第二语言习得领域的研究将师生课堂互动的重要性提出来。(Allwright 1984; Ellis 1990; Long 1983; Swain 1985;)。研究结果表明：教师话语及师生课堂互动与学习者对目的语的习得有着紧密的联系。然而,迄今为止,西方国家对教师话语的研究只倾向于从语言输入的角度关注教师话语的特征。自上世纪八十年代起,中国关于教师话语和师生互动的相关研究开始引起人们注意。但是,绝大部分研究不如国外研究那样有说服力且只有一小部分是在中国本土的环境中进行的实验(赵晓红1998；王银全1999；周星、周韵2002)。有关中学教师话语对学生英语习得水平的研究就更少了。而且,几乎没有研究关注的是中学里专家型教师与新手教师之间教师话语的比较。这就是本篇论文写作的原因及它的重要性所在。本文在课堂话语分析的理论框架下,主要对新手教师和专家型教师这两组教师的课堂话语进行研究,研究主要从四个方面考量：教师话语量、提问类型、话语结构、反馈类型。研究中涉及到的四名教师(两名专家型教师、两名新手教师)是来自北京某中学的英语教师。对被试的选择主要基于连榕(2004)提出的“新手-熟手-专家型教师”划分方法。数据收集主要来源于作者的课堂观察和视频录像,收集的数据由spss软件分析,主要的研究结论如下：1专家型教师课堂话语量多于新手教师。但是专家型教师的目标语使用量少于新手教师。即新手教师在课堂中使用的母语量要少于专家型教师,学生可以更多的接触目标语输入。2专家教师比新手教师使用更多的参考性问题,新手教师比专家教师使用更多的展示性问题。3在两组教师的课堂中,IRF (Initiation-Response-Feedback)结构仍然是主要使用的话语结构。专家型教师比新手教师更多的使用IRF结构。4相对于评价反馈,专家型教师和新手教师都倾向于使用话语反馈。专家型教师比新手教师更多的使用话语反馈。这些研究结论对教师培训和语言学习都有一定的启示作用：首先,教师应该有意识地控制语言,减少母语的使用,增加目标语的使用。其次,教师应该提问更多的参考性问题,给学生提供一个更接近与日常交流的语言环境。另外,教师尽量多的使用不同的会话结构,进而使课堂中的交流更有活力。最后,教师应该注意反馈的恰当性和评价的可信度,有意义的交流可以有效地鼓励学生。更多还原

【Abstract】 Among the various classroom researches, teacher talk and teacher-student classroom interaction have always been the focus of teachers and researchers. Teacher talk, the speech made by teachers in classroom, is of crucial importance, not only for the organization of the classroom but also for the processes of L2 acquisition (Nunan 1991). The amount and quality of teacher talk in language classroom has a great effect on classroom teaching and is even a decisive factor of the success or failure of it (Hakansson 1986). With proper teacher talk, teachers can conduct designed activities to facilitate the learners’acquisition.Teacher talk plays an important role in language teaching. A great number of scholars (Chaudron 1983; Gaies 1977,1979; Henzl 1979; Long 1981,1983;) have made a lot of empirical researches on it. What’s more, a large number of researches in SLA have brought to light the significance of "classroom interaction" since the 1980s (Allwright 1984; Ellis 1990; Long 1983; Swain 1985;). The results obtained from these researches show that teacher talk and classroom interaction have a close relationship to learners’ target language acquisition process. However, up to now, researches on teacher talk in Western countries have tended to focus on the features of teacher talk only for language input purposes.In China, the related researches on teacher talk and classroom interaction have begun to catch the attention of a lot of people since the 1980s. However, most of the researches in China are not as convincing as those abroad and only a few have been conducted to examine the features of teacher talk and classroom interaction in Chinese context(赵晓红1998；王银全1999；周星、周韵2002).There is less research that empirically explores the impacts of teacher talk on middle school students’ English learning proficiency in China. Moreover, few study stresses on the teacher talk between the novice and expert teachers in language classroom in high schools. Naturally, that’s why the present study conducts and where the significance of the current study goes.Under the framework of classroom discourse analysis, the present study predominantly intends to explore the variations of teacher talk of the two groups of teachers, i.e., the novice and the expert teachers in high schools, in terms of discourse quantity, questioning types, discourse structures and feedback manners.The subjects involved in this study were four teachers (two expert teachers and two novice teachers) of English from a key high school in Beijing. The selection of the novice and expert teachers was based on the three-phase of teacher expertise for EFL teachers proposed by Lian Rong (2004). The data were collected based on the researcher’s classroom observations and the transcripts from the video-recorded lessons. The data were analyzed by using SPSS from the perspectives of interactive features. The major findings are summarized as follows:1.The expert teacher’s talk time (TTT) is more than the novice teacher’s talk time. But the TTLT (teacher target language talk) of the expert teacher is less than that of the novice teacher. That is to say the novice teachers use less native language and students are exposed mostly in the target language input in the classes of novice teachers.2. The novice teacher raises more display questions than expert teacher, in terms of referential questions.3.IRF structure is still the predominant model used in the classroom of the two groups of teachers. Expert teacher uses more IRF structures than novice teacher.4.Both expert and novice teacher tend to use more discourse feedback. The expert teachers rent more discourse feedback than the novice teachers.The findings of the present study have implications on both teacher training and language teaching. Firstly, teachers should manipulate their talk and decrease the use of native language. Secondly, teachers should raise more referential questions so as to create a language learning environment more closing to the nature settings. Thirdly, it is recommended that teachers apply more different kinds of classroom discourse structures. The more discourse structures the teachers use the more dynamic interactions happen in classroom teaching. Lastly, teachers should pay attention to the properity of their feedbacks and the reliability of their evaluation. Only by the appropriate evaluation of student’s accomplishment, students can be greatly encouraged to make real communication.更多还原