专家型与新手型高中英语教师的课堂话语对比分析

发布时间：2021-08-17 09:59

　　教师话语不仅是组织课堂活动和实施教学计划的工具,而且是学生在外语课堂上目标语输入的主要来源。有学者认为,一堂课的成功与否在很大程度上取决于教师话语的有效性,因此对教师课堂话语的研究很有必要。。而有学者统计中国的高中英语教师约50万人,学生约两千万人,而且这一数字还在逐年增加。另一方面,对专家型教师与新手型教师话语的比较研究也没有得到足够的重视。针对这些问题,作者对高中阶段的专家型教师和新手型教师进行了比较研究。本文以克拉申的输入假说、斯温的输出假说和龙的交互假说为基础,借助课堂观察和录音以及访谈的方式,从教师话语量、教师提问、交互调整和教师评价四个维度分析了15名专家型教师与15名新手型教师的课堂话语差异。研究结果如下:（1）在教师话语量方面,与新手教师相比,专家教师的课堂话语量较少,并能够为学生提供更多的交流和输出时间。更重要的是,他们能更好地平衡教师谈话、学生谈话和其他非语言活动的时间。（2）在教师提问方面,虽然专家型教师和新手型教师都倾向于提出更多的参考性问题,但专家型教师提出的参考型问题明显多于新手型教师。在回答教师提问的方式上,专家型教师的课堂上有更多的学生们愿意主动回答问题... 

【文章来源】：鲁东大学山东省

【文章页数】：76 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Purpose of the Research
    1.3 Significance of The Research
    1.4 Layout of the Thesis
Chapter Two Literature Review
    2.1 Introduction to the Core Concepts
        2.1.1 Definition of Expert Teacher and Novice Teacher
        2.1.2 Definition of Teacher Talk
        2.1.3 Functions of Teacher Talk
        2.1.4 Features of Teacher Talk
    2.2 Theoretical Foundations
        2.2.1 Krashen’s Input Hypothesis
        2.2.2 Swain’s Output Hypothesis
        2.2.3 Long’s Interaction Hypothesis
    2.3 Previous Studies of Expert Teachers and Novice Teachers and Teacher Talk at Home and Abroad
        2.3.1 Previous Comparative Studies of Expert Teachers and Novice Teachers
        2.3.2 Previous Studies of Teacher Talk at Home and Abroad
        2.3.3 Limitations of Previous Studies
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Methods
        3.3.1 Classroom Observation and Audio-Recording
        3.3.2 Interview
    3.4 Research Procedures
    3.5 Data Collection and Analysis
Chapter Four Results and discussion
    4.1 The Teacher Talk Quantity of Expert Teachers and Novice Teachers
    4.2 Teacher Questioning of Expert Teachers and Novice Teachers
        4.2.1 Question Types Initiated by Expert Teachers and Novice Teachers
        4.2.2 Ways of Teacher Questioning of Expert Teachers and Novice Teachers
    4.3 Interactive Adjustment of Expert Teachers and Novice Teachers
    4.4 Teacher Feedback of Expert Teachers and Novice Teachers
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications for Teachers
    5.3 Limitations and Suggestions for Further Studies
References
Appendix One Coding Scheme
Appendix Two Interview Outline
About the Author


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期刊论文
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硕士论文
[1]高中英语新手型教师和专家型教师课堂话语对比研究[D]. 周莉雅.四川师范大学 2017
[2]高中英语课堂中专家型教师与新手教师话语对比研究[D]. 王艳杰.东北师范大学 2009



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