【作者】 潘婉莹；

【导师】 刘改琳；

【作者基本信息】 西安工业大学 ， 外国语言学及应用语言学， 2010， 硕士

【摘要】 随着自主学习和以学生为主体的教学模式的出现,在中国近几年的教学研究中以学习者为对象的研究较多,而以教师为对象的研究相对较少。教师话语是指教师在第二语言或外语学习课堂上为组织和从事教学所使用的语言。教师话语对学习者的课堂参与度、学习态度、语言输出以及整个语言学习过程都有着极其深远的影响。Nunan(1991)指出：“教师话语对学生的语言学习及外语课堂教学的组织都是非常关键的,这不仅是因为教学内容只有通过完美的教师话语组织与传授才能达到理想的教学效果,而且还因为它本身起着对目的语使用的示范作用,所以是学生语言输入的又一重要途径”。本文旨在分析课堂录音的实证基础之上,结合问卷调查及访谈,从教师提问,教师反馈,课堂交互调整方式及教师话语时间四个方面来定性定量分析中国语言环境下大学英语精读课堂教师话语的特点、作用及其对学习者语言学习的影响。本研究结果表明教师在课堂上使用的展示性问题高于参考性问题,教师所使用的三种交互调整方式中,理解核实使用频率最高,其次是确认核实而最不常使用的是澄清请求,教师话语量远远大于学生话语量,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。在本研究的课堂教学模式中,教师仍然是教学的中心。基于此调查并结合国内外的相关研究成果,本文最后对中国语境下的教师话语提出一些尝试性建议并提出了一些关于今后进行相关研究的建议。更多还原

【Abstract】 Along with the appearance of the mode of autonomous learning and learner-centered teaching, most teaching researches focus on learners in recent years but the research on teachers is far less. Teacher talk is a kind of language teachers use to organize the second language classrooms and implement their teaching. Teacher talk has a great influence on learners’classroom performance, learning attitude, language output and even their whole learning process. Nunan (1991)points out that teacher talk is crucial to learners’language learning and the organization of the language classrooms because it is through perfect teacher talk that teachers succeed in implementing their teaching plans. At the same time, teacher talk acts as a demonstration role for target language and it is probably the major source of comprehensible input learners are likely to receive.This thesis aims to study the characteristics of teacher talk in College English intensive reading class and its effect on language learning qualitatively and quantitatively from four aspects:teachers’ questions, teachers’ feedback, interactional modification and teacher talking time based on the empirical record in classroom, questionnaire and interview.The results of this study reveal that the number of display questions teachers use in class is more than that of referential questions; comprehension check is most frequently used by teachers but clarification request is seldom used; the amount of teacher talking time is much higher than that of learner talking time; nearly all teachers give learners positive feedback to praise and encourage them, which indicate that teachers are still the center of the classroom. Based on the results of the study and the relevant research findings in the field, some tentative suggestions on how to improve teacher talk in Chinese context are made and some suggestions for future study are presented.更多还原