【作者】 吴小丹；

【导师】 李正林；

【作者基本信息】 华中师范大学 ， 学科教学（英语）， 2017， 硕士

【摘要】 教师反馈语作为教师话语的一个重要组成部分,在课堂互动教学中起着至关重要的作用,它既是学生有效输入的一部分,又能促进学生语言输出。在课堂互动中,教师对学生有效的反馈能加强学生对所学知识的理解并使课堂教学与学习不断深入,而不恰当的反馈则会对学生产生消极影响。因此,教师反馈的重要性不言而喻。自20世纪70年代以来,西方学者开始系统地研究课堂话语对二语习得的重要影响,并提出了课堂话语典型的IRF结构,然而大多数的学者主要将目光投向于对教师引发步的研究,相对而言,对教师反馈步的研究略显不足。而国内教师反馈研究起步较晚,且缺少实证研究,导致目前许多英语教师对教师反馈语缺乏必要的认识。本研究以输入假说和互动理论为基础,旨在对专家教师和新手教师在英语课堂中的教师反馈进行比较研究。以武汉外国语学校三位专家教师和三位新手教师为研究对象,通过对六位教师的课堂观察和访谈,试图回答以下三个问题:(1)高中英语专家教师和新手教师在教师反馈话语量上有何异同点?(2)高中英语专家教师和新手教师在教师反馈类型上有何异同点?(3)高中英语专家教师和新手教师对反馈语的总体认识以及反馈习惯有何异同点?在对收集的数据进行定量和定性分析之后,本研究得出以下几点结论:(1)在教师反馈话语量方面,专家教师反馈话语量多于新手教师;(2)在反馈类型方面,专家教师和新手教师存在着相同点和不同点。在内容反馈,形式反馈和话语性反馈三大分类中,专家教师和新手教师都倾向于使用内容反馈;在内容反馈方面,专家教师和新手教师普遍使用积极反馈;在形式反馈方面,专家教师更多的是使用形式协商,新手教师则是明确纠错;在话语性反馈方面,专家教师倾向于评论或扩展,新手教师则更多地使用理解核实;(3)专家教师和新手教师在对教师反馈语的整体认识和反馈习惯上因个人教学理念不同也存在着不同,专家教师能更好地把反馈功能与教学目的相结合,给学生更多的语言输出机会;新手教师则由于缺乏教学经验,尚不能灵活地根据教学目的综合使用多种反馈方式。针对这些问题,作者提出了可行性建议:专家教师和新手教师要加大学习相关理论知识的力度,并积极反思课堂反馈语;根据不同的教学目的,综合使用不同的反馈方式;增加教师反馈话语量,丰富教师反馈类型。总之,只有通过对比研究专家教师和新手教师课堂反馈语的相同点和不同点,才能更好地了解当前高中英语课堂中教师反馈的现状和存在的问题,从而提高教师反馈对学生学习的帮助,以及为高中英语教师对课堂反馈的认识提供一些参考,让新手教师在课堂反馈上能学到更多知识,从而改进自己的反馈方式,促进英语教学。更多还原

【Abstract】 As one of the most important parts in teachers’ talk,teachers’ feedback is of crucial importance in classroom interaction. It is not only an effective language input but also promotes students’ language output. An effective teachers’ feedback can reinforce students’ understanding of the content they have learned and deepen the classroom teaching and learning, while the inappropriate teachers’ feedback will have a negative impact on students’ learning. Therefore, it goes without saying that teachers’feedback is important.Since 1970s, the West scholars have begun to systematically study the influence of classroom discourse on L2 acquisition and put forward that there is a typical IRF structure of classroom discourse. However, the majority of scholars focus on the study of feedback move, comparatively speaking, the researches on teachers’ feedback are not enough. What’s more, The study of teacher feedback in China started late, and there is a lack of empirical research which accounts for teachers’ lack of understanding of feedback.This study is based on the Comprehensive Input Hypothesis and Interaction Hypothesis with the aim of doing a comparative study on expert and novice teachers’feedback. Three expert teachers and three novice teachers from Wuhan Foreign Languages School are chosen to be the subjects. According to the classroom observation and interview, this study is attempted to answer the following questions:(1). What are the similarities and differences between expert and novice English teachers’ feedback amount in senior high school?(2). What are the similarities and differences between expert and novice English teachers’ feedback types in senior high school?(3). What are the two kinds of English teachers’ general perceptions of feedback and feedback habits?After the quantitative and qualitative analysis of the collected data, the author finds three conclusions: (1). on the amount of teachers’ feedback, expert teachers’feedback amount exceeds that of novice teachers; (2) on the types of feedback, there exist similarities and differences on expert and novice teachers’ feedback. Among the content feedback, form feedback and discoursal feedback, both expert and novice teachers are inclined to use content feedback. In content feedback, both expert teachers and novice teachers prefer to use simple positive feedback; in form feedback,expert teachers adopt negotiation of form most frequently, novice teachers have a preference to explicit correction, and in discoursal feedback, comment or expansion is the most frequently used feedback for expert teachers, while novice teachers tend to adopt comprehension check. (3) the general perceptions of teachers’ feedback and feedback habits between expert and novice teachers are also different because of different teaching notion, expert teachers are skilled at combing teachers’ feedback with different learning purposes and giving students more chances to practice target language,but novice teachers can’t use different types of feedback flexibly due to the shortage of teaching experience.Based on the findings, the author put forward several suggestions: both expert and novice teachers should learn more theoretical knowledge and reflect on teachers’feedback; comprehensively use different types of feedback in the light of different teaching goals; increasing the amount of teachers’ feedback as well as enriching the types of feedback.In conclusion, only through the comparative study on expert and novice teachers’feedback can we better understand the current situation and problems of teachers’feedback in senior high school so as to improve teachers’ feedback techniques as well as provide empirical evidences for researches on teachers’ feedback. For novice teachers, this comparative study will help them learn more knowledge on teachers’feedback and promote their professional development.更多还原