初中英语教师课堂反馈的支架功能研究
发布时间：2023-12-10 08:15
教师课堂话语一直是语言学家和二语习得研究者的研究焦点,教师反馈语作为教师话语的一部分,在课堂教学中发挥着重要作用。教师反馈在教与学之间架起了一座沟通桥梁,它不仅密切影响学生的语言输入和输出,而且对学生的认知、情感的发展也起着重要作用。在我国,课堂是学生英语学习的主要场所,中学阶段又是学生接触英语的关键时期,因此在该阶段,教师的课堂反馈显得尤为重要。本论文以邢台市威县第二中学初二年级四名英语教师及其所任教的四个班级的211名学生作为研究对象,通过课堂观察,话语分析和访谈的方法来探究英语课堂教师反馈语的使用情况及其支架功能,并试图回答以下三个问题:1.在初中英语课堂中教师反馈语的使用现状是什么?2.在初中英语教学中教师课堂反馈的支架功能的表现是什么?3.学生对英语教师课堂反馈支架功能的态度是什么?通过研究可得出以下结论:1.在中学英语课堂中,教师使用反馈语的种类比较多样,积极反馈语的使用比例明显高于纠错性反馈的使用比例。积极反馈语中使用频率较高的是简单表扬和重复。纠错性反馈中使用频率较高的是明确纠错和引导。2.教师反馈语具有语言、认知以及情感支架功能。教师通过提供可理解性语言输出,帮助学生...
【文章页数】：105 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Research Purpose
1.3 Research Significance
1.4 Research Outline
Chapter Two Literature Review
2.1 Teacher Feedback
2.1.1 The Definition of Teacher Feedback
2.1.2 The Classification of Teacher Feedback Abroad and at Home
2.1.3 Studies on Teacher Feedback Abroad and at Home
2.2 Scaffolding
2.2.1 The Definition of Scaffolding
2.2.2 Studies on Scaffolding Functions Abroad and at Home
2.3 Studies on the Scaffolding Functions of Teacher Feedback Abroad and at Home
2.4 Studies on Classroom Discourse Structure
2.4.1 Foreign Studies on Classroom Discourse Structure
2.4.2 Domestic Studies on Classroom Discourse Structure
2.5 Theoretical Foundations
2.5.1 Scaffolding Theory
2.5.2 Krashen's Comprehensive Input Hypothesis and Affective Filter Hypothesis
2.5.3 Long's Interaction Hypothesis
2.5.4 Swain's Comprehensible Output Hypothesis
Chapter Three Research Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Methods and Instruments
3.3.1 Classroom Observation and Recording
3.3.2 Discourse Analysis
3.3.3 Interview
3.4 Research Procedure
3.4.1 Data Collection
3.4.2 Data Analysis
Chapter Four Results and Discussion
4.1 The Current Situation of Teacher Feedback
4.2 Scaffolding Functions of Teacher Feedback
4.2.1 Analysis of Linguistic Scaffolding Function
4.2.2 Analysis of Cognitive Scaffolding Function
4.2.3 Analysis of Affective Scaffolding Function
4.3 Students' Attitudes to the Scaffolding Functions of Teacher Feedback
Chapter Five Conclusion
5.1 Major Findings
5.2 Pedagogical Implications and Suggestions
5.3 Limitations of the Study and Suggestions for Further Study
References
Appendices
Appendix 1 Classroom Observation Table
Appendix 2 Interview Outline for Students
Appendix 3 Transcription of Classroom Recording
Acknowledgements
本文编号：3872124
【文章页数】：105 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Research Purpose
1.3 Research Significance
1.4 Research Outline
Chapter Two Literature Review
2.1 Teacher Feedback
2.1.1 The Definition of Teacher Feedback
2.1.2 The Classification of Teacher Feedback Abroad and at Home
2.1.3 Studies on Teacher Feedback Abroad and at Home
2.2 Scaffolding
2.2.1 The Definition of Scaffolding
2.2.2 Studies on Scaffolding Functions Abroad and at Home
2.3 Studies on the Scaffolding Functions of Teacher Feedback Abroad and at Home
2.4 Studies on Classroom Discourse Structure
2.4.1 Foreign Studies on Classroom Discourse Structure
2.4.2 Domestic Studies on Classroom Discourse Structure
2.5 Theoretical Foundations
2.5.1 Scaffolding Theory
2.5.2 Krashen's Comprehensive Input Hypothesis and Affective Filter Hypothesis
2.5.3 Long's Interaction Hypothesis
2.5.4 Swain's Comprehensible Output Hypothesis
Chapter Three Research Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Methods and Instruments
3.3.1 Classroom Observation and Recording
3.3.2 Discourse Analysis
3.3.3 Interview
3.4 Research Procedure
3.4.1 Data Collection
3.4.2 Data Analysis
Chapter Four Results and Discussion
4.1 The Current Situation of Teacher Feedback
4.2 Scaffolding Functions of Teacher Feedback
4.2.1 Analysis of Linguistic Scaffolding Function
4.2.2 Analysis of Cognitive Scaffolding Function
4.2.3 Analysis of Affective Scaffolding Function
4.3 Students' Attitudes to the Scaffolding Functions of Teacher Feedback
Chapter Five Conclusion
5.1 Major Findings
5.2 Pedagogical Implications and Suggestions
5.3 Limitations of the Study and Suggestions for Further Study
References
Appendices
Appendix 1 Classroom Observation Table
Appendix 2 Interview Outline for Students
Appendix 3 Transcription of Classroom Recording
Acknowledgements
本文编号：3872124
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