高中英语阅读课教师话语设计

论文摘要

对外语学习者来说,课堂的语言输入即教师的课堂话语是他们获得语言信息的最重要渠道。在中国,作为语言学习的重要条件,教师话语(TT)给学生提供了语言环境。作为教学的一部分,教师话语日益重要。不少外国学者对教师话语做过大量研究。近年来,中国也有一些学者对教师话语进行过一些研究,得出了共同性结论——目前中学教师话语的确存在不少问题,也提出了提高教师话语的一些建议。但是,很少有人对如何设计中学课堂教师话语进行过研究。如何结合具体课型对教师话语进行具体设计便是一个很有实践意义的课题。本论文以输入假设理论为依据,具体探讨了阅读课的教师话语设计,提出了教师话语设计的概念、目的和原则。通过分析研究多个课题教学案例,验证了假设:教师话语设计可提高教师语言修养及阅读课教学质量;高质量的教师话语可使学生课堂上情绪高昂,保持强烈的学习动机和持久的兴趣,积极参与课堂活动、取得较好的学习效果。本篇论文首先介绍了研究背景、意义,并陈述了教师话语的研究现状及研究目的。第二章即文献综述部分首先梳理了输入假设理论、情感过滤理论。为了使语言习得变得容易,输入必须是可理解的,略高于学习者当前的能力水平、并且在低忧虑的背景下进行;然后以大量篇幅综述了教师话语的结构及特征。最后,作者阐明了教师话语设计的概念、目的以及设计应遵循的原则,提出了“相对复杂语码”的概念。论文第三章接下来作者提出了研究假设、研究方法——录音、问卷、访谈及课堂观察,呈现了研究过程的三个阶段。研究对象包括作者本人、作者的一个同事以及北京、安徽、宁夏的英语教师和443位高中学生。第四章对所收集的7位教师的课堂话语进行研究,分析、讨论实验数据和结果,验证假设。第五章得出结论:好的教师话语的一般特点;教师话语设计可提高课堂教学效果;教师话语设计的五点建议。

论文目录

• Acknowledgements
• 摘要
• Abstract
• Table of Contents
• List of Tables
• Abbreviations
• Chapter 1 Introduction
• 1.1 Background of the Research
• 1.1.1 The Circumstances of the Research for Foreign Scholars
• 1.1.2 The Present Researches in Our Country
• 1.1.3 The Significance and Necessity of the Research
• 1.2 Present Drawbacks to Teacher Talk（TT） and Research Purposes
• 1.2.1 Universal Problems
• 1.2.2 The Problem Senior Students Are Faced with
• 1.2.3 Research Purposes
• 1.3 An Overview of the Thesis
• Chapter 2 Literature Review
• 2.1 Input Theory in Second Language Acquisition
• 2.1.1 Behaviorist View and Nativist View of Input
• 2.1.2 Input Hypothesis
• 2.1.3 The Affective Filter Hypothesis
• 2.1.4 Implications of Input Hypothesis and Affective Hypothesis
• 2.2 The Theories on TT Research
• 2.2.1 Definitions and Features of TT
• 2.2.2 The Structure of Classroom Discourse
• 2.2.3 Amount of TT
• 2.2.4 Modifications of Teacher Speech
• 2.2.5 Teachers' Questions
• 2.2.6 Teachers' Feedback
• 2.2.7 Researches on TT in China
• 2.2.8 Implications from the Study of Other Researchers
• Chapter 3 Research Design
• 3.1 Hypothesis
• 3.2 Subject
• 3.3 Instruments of the Research
• 3.3.1 Recording
• 3.3.2 Questionnaires
• 3.3.3 Interviews
• 3.3.4 Classroom Observations and Video
• 3.4 Procedures of the Research
• 3.5 Data Collection
• Chapter 4 Data Presentation,Analysis and Results
• 4.1 Data Analysis of the Recording from the Two Classes of the Author
• 4.1.1 Data Presentation and Analysis of Amount of TT
• 4.1.2 Data Presentation and Analysis of Teacher's Questions
• 4.1.3 Data Presentation and Analysis of Teacher's Feedback
• 4.1.4 Data Presentation and Analysis of Linguistic Features of TT
• 4.2 Data Analysis of Recording from a Young Teacher
• 4.2.1 Data Presentation and Analysis of Amount of TT
• 4.2.2.Data Presentation and Analysis of Teacher's Questions
• 4.2.3 Data Presentation and Analysis of Teacher's Feedback
• 4.2.4 Data Presentation and Analysis of Linguistic Feature of TT
• 4.3 Data Analysis from Questionnaires
• 4.3.1 The Data about the Amount of TT from Questionnaires.
• 4.3.2 The Data about Teacher's Questions from Questionnaires
• 4.3.3 The Data about Linguistic Features of TT from Questionnaires
• 4.4 Data Analysis of Interview
• 4.4.1 Analysis of Interview with a Teacher
• 4.4.2 Analysis of Interview with Students
• 4.5 Data Analysis from Classroom Observation
• 4.5.1 Data Presentation
• 4.5.2 Data Analysis
• 4.6 Data Analysis from Other Teachers in Different Areas
• 4.6.1 Data Presentation
• 4.6.2 Data Analysis
• 4.6.3 The Differences of TT
• Chapter 5 Conclusion
• 5.1 Findings
• 5.2 Pedagogical Implications
• 5.3 Limitations and Further Research Suggestions
• Appendix 1
• Appendix 2
• Appendix 3
• Appendix 4
• Appendix 5
• Appendix 6
• References