【作者】 张娟；

【导师】 张顺梅；

【作者基本信息】 扬州大学 ， 学科教学（专业学位）， 2015， 硕士

【摘要】 本文旨在研究小学优秀英语教师课堂反馈语的使用情况以及小学优秀英语教师是如何有效使用教师反馈语的。研究的理论基础为Krashen的可理解输入假设理论,Swain的可理解输出假设理论以及Long的互动理论。本研究的意义在于增强英语教师对反馈语使用的敏感性,从而提高英语教学的效率和效果。具体研究问题包括：1.小学优秀英语教师课堂反馈语的分布特征如何?2.小学优秀英语教师课堂反馈语对学生话语输出及课堂互动的影响如何?本研究以江苏省兴化市景范小学6名优秀英语教师为研究对象。研究工具为课堂观摩与录音和话语分析。本研究中的数据为该6名优秀教师的每人一节优质公开课。数据收集与分析包括三步：第一步课堂观摩与录音,在每次听课的过程中,用两个MP3对6名教师的课堂教学进行录音。第二步音频转写,将所录的6节课转写成文字语料。第三步采用Excel软件收集和分析。描述性分析用来分析小学优秀英语教师反馈语的分布特征。话语分析用来分析课堂上的师生互动。通过对采集的数据的分析,结果如下：第一,小学优秀英语教师在英语课堂中使用8种积极言语反馈和4种消极言语反馈。他们偏爱于使用积极反馈,占全部反馈语总量的97.95%。其中简单肯定使用最频繁,占全部积极反馈总量的31.82%,追问占30.31%,确认性重复占19.05%,暗示反馈占8.83%。其余四种使用不频繁的积极反馈,分别是鼓励,质疑重复,感谢和诱导。其中感谢占全部积极反馈总量的4.18%,质疑重复占2.44%,鼓励占2.09%,诱导占1.28%。至于在消极反馈中,教师使用最频繁的是重铸,占全部消极反馈总量的64.7%。其余三种教师很少使用的消极反馈形式是教师自己给答案,直接反馈和请其他同学回答。第二,小学优秀英语教师反馈语对学生的话语输出及课堂互动的影响是积极且明显的。小学优秀英语教师通过追问、鼓励、暗示反馈、诱导,疑惑性重复以及重铸这些课堂反馈形式有效地促进了学生的话语输出和课堂互动。其中追问反馈促进的话语输出量最多,达到1645个单词,鼓励反馈达到261个单词,暗示反馈达到198个单词,诱导反馈达到98个单词,疑惑性重复反馈达到39个单词和重铸反馈达到58个单词。然而,这些反馈如：简单肯定、感谢、老师给出答案和确认性重复却不能诱导学生的话语输出。此外,小学优秀英语教师的课堂反馈也有效的促进了课堂互动。本研究结果对英语教学具有一定的启示：首先,为了提高学生的学习热情,教师应该采取积极合适的教师反馈语。其次,教师应该根据教学目标和学生性格差异来权衡各种反馈形式的运用。此外,教师应该采取行动研究来改善教师反馈,帮助他们反思教学效果及提高他们的课堂教学质量。然而,此论文仍存在一些局限性,第一,笔者仅仅研究了教师的言语反馈,非言语反馈被忽略不计了。第二,笔者所分析的材料比较少。第三,课堂互动是个复杂的过程,由于各种限制,笔者仅分析了教师与学生之间的互动。更多还原

【Abstract】 This study was undertaken to investigate the use of teacher feedback by the excellent primary school English teachers and how the excellent primary school English teachers adopt teachers’feedback effectively. The theoretical bases of this study are Krashen’s Comprehensible Input Hypothesis, Swain’s Output Hypothesis and Long’s Interaction Hypothesis. The significance of the study is to arouse the awareness among English teachers of the importance of teacher feedback, and thus improve their teaching efficiency and effectiveness.The research questions to be addressed in this study are as follows:1. What’s the distribution feature of the excellent primary school English teachers’ feedback?2. What’s the influence of the excellent primary school English teachers’ feedback on the students’ oral production and classroom interaction?Subjects were 6 excellent primary school English teachers from Xinghua Jingfan primary school in Jiangsu province. The instruments of this study were classroom observation, audio-recording and discourse analysis. The data is from the six excellent teachers’ high quality public classes, each teacher a lesson. Data collection and analysis included three steps:firstly, use two MP3 players to record the six classes during the listening. Secondly, transcribe the audio-recording into texts. Thirdly, Microsoft Excel is used to collect and analyze the data. Descriptive statistics analysis was employed to describe the distribution feature of excellent primary school English teachers’feedback. Discourse analysis was used to analyze the interactions between the teachers and students.This study has yielded the following major findings:Firstly, the excellent primary school English teachers use 8 types of positive verbal feedback and 4 types of negative verbal feedback in their English classroom. They have great preference for the use of positive feedback, with a ratio of 97.75%. Among of the positive feedback, such as simple approval, asking continuously, confirmation repetition and hint feedback are frequently used by the teachers, with the simple approval (31.82%) ranking first, followed by asking continuously (30.31%), confirmation repetition (19.05%), hint feedback (8.83%). The rest four positive feedback, namely encouragement, doubted repetition, thank and elicitation, are least frequently used by the teachers, with the thank (4.18%) ranking first, followed by doubted repetition (2.44%), encouragement (2.09%), elicitation (1.28%). As to negative feedback, Recast, which with the ratio of 64.7% among of the negative feedback, is the most frequent negative feedback used by the teachers. The teachers seldom use the rest three negative feedback, namely giving the answers by teachers, explicit correction and asking another student to answer.Secondly, the influence of the excellent primary school English teachers’feedback on the students’oral production and classroom interaction is very obvious and optimistic. They improve the students’ oral production and classroom interaction by making use of the feedback of asking continuously, encouragement, hint feedback, elicitation and doubted repetition and recast, with asking continuously (1645words) ranking first, followed by encouragement (261words), hint feedback (198words), recast (58words) and doubted repetition (39words). However, there are some feedback which cannot elicit any words from the students, namely simple approval, thank, giving the answers by teachers and confirming repetition. In addition, the excellent primary English teachers’feedback also promotes the classroom interaction effectively in the English class.This study provides some implications. Firstly, teachers should choose appropriate and positive feedback so as to promote students’learning enthusiasm. Secondly, teachers should weigh the balance between different forms of teacher feedback. They should give feedback according to the teaching objectives and such learner differences as their characters. Thirdly, teachers should take action research to improve their teacher feedback and help them reflect their teaching effects and promote the quality of classroom teaching.However, this thesis has its limitations. Firstly, the author just analyses the verbal feedback, while the nonverbal feedback is excluded. Secondly, the number of material is few. Thirdly, the classroom interaction is a very complicated process. Due to many restrictions, the author just studies the interaction between the teachers and the students.更多还原