城乡高中英语课堂师生互动话语结构的比较研究

城乡高中英语课堂师生互动话语结构的比较研究

论文摘要

作为课堂话语研究不可分割且极其重要的一部分,师生互动话语研究一直备受中外学者关注。大多数学者着眼于教师提问、学生回答、教师反馈这三个话步,围绕他们之间的互动关系或其中某一个话步进行研究。其中涉及师生互动话语结构,并且从城乡对比角度对其进行的研究还比较少。因此本文旨在调查城乡高中英语教师在对不同话语结构的运用和师生互动的有效组织这两方面所存在的差距。通过对城乡高中八位教师八堂英语阅读课话语材料的收集,在对数据质化标注和量化分析的基础上,本文对师生互动话语结构进行了细致的分类和对比研究。研究结果表明:师生互动话语结构是多种多样的,主要有IR、IRF、II1R1、IRFR1、IRI1R1F, IR[I1R1(I2R2)…]F和IRFR1F1…RnFn这七种结构,其中由学生引发的IR和II1R1会话结构及IR[I1R1(I2R2)…]F和IRFR1F1…RnFn这两种复杂结构对学生综合语言能力的培养具有非常积极的作用。相比乡镇高中,城市高中的英语教师更能恰当选择并灵活运用各种会话结构,从而组织更为有效的师生互动,以提供给学生更多的学习机会。这主要表现在:城市高中英语教师对IRF结构的使用频率相对较低;他们能较多地使用复杂会话结构并通过IRI1R1F结构引发学生的集体反馈;在他们的鼓励和调动下,城市高中的学生更愿意主动勇敢地启发会话并向教师提问。

论文目录

  • Abstract
  • 摘要
  • Chapter 1 Introduction
  • 1.1 Background of the Study
  • 1.2 Purpose of the Study
  • 1.3 Significance of the Study
  • Chapter 2 Literature Review
  • 2.1 Classroom Discourse
  • 2.1.1 Definitions of Classroom Discourse
  • 2.1.2 Research on Classroom Discourse
  • 2.2 IRF Structure
  • 2.2.1 The IRF Model
  • 2.2.2 Features of IRF Structures
  • 2.3 Research on Other Discourse Structures
  • 2.4 Input and Interaction Hypotheses
  • 2.4.1 Input Hypothesis
  • 2.4.2 Interaction Hypothesis
  • Chapter 4 Methodology
  • 4.1 Research Questions
  • 4.2 Setting and Participants
  • 4.3 Data Collection and Transcription
  • 4.4 Methods
  • Chapter 5 Data Analyses and Major Findings
  • 5.1 Different Types of Discourse in Teacher-student Interaction
  • 5.2 Comparison of 7 Types of Discourse Structures and Discussion
  • 5.3 Student-initiated Structures and Complex Discourse Structures
  • 5.4 Cases and Discussion
  • 5.4.1 Providing Learning Opportunities
  • 5.4.2 Reducing Learning Opportunities
  • Chapter 6 Conclusions
  • 6.1 Major Findings and Pedagogical Implications
  • 6.2 Limitations of the Study
  • References
  • Appendix
  • Acknowledgements
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    城乡高中英语课堂师生互动话语结构的比较研究
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