高中英语课堂师生话语互动协商研究教学(英语)专业论文.docxVIP

摘 摘 要 I I 摘 要 早在 80 年代，Long 就提出了互动假说,他认为语言的学习多在互动交流中被习。其 假说中还特别强调了协商的作用，他发现协商不仅提高了语言输入的可理解性，而且为 学习者提供了更多的目的语输出的机会，话语互动协商有利于学习者目标语的习得，体 现在教学中则要求教师建立一种师生间互动协商的话语模式。 通常协商分为三种类型即：语言意义的协商、语言形式的协商、语言内容的协商。本 课题将在 IRF 话语模式和 Long 的三种话语协商调整方式的基础上，通过对高中英语课 堂教学的真实观察与记录探讨我国高中英语课堂师生话语互动协商模式，期望能为高中 英语课堂师生间进行有效的话语互动协商、促进第二语言学习者语言习得、提高学习者 语言实际应用能力提供参考。通过本课题研究主要发现： 1. 目前高中英语课堂中师生间的话语互动不仅是单一的“I-R-F（发问-回答-反馈） 模式，而是一种更为复杂的混合型模式； 2. 在目前的高中英语课堂中师生间确实存在着话语互动协商，高中课堂主要表现为 六种模式加三种不同类型的协商； 3. 三种类型协商分布各不相同，且师生话语互动协商对语言学习者语言输出质与量 具有促进作用； 4. 协商频率受学习者语言水平影响，同时协商对学习者的情感态度具有影响作用。 关键词:课堂话语;互动协商;模式；类型;语言输出 Abs Abstract II II Abstract In the early 1980’s, Long pointed out the concept of interaction hypotheses. He viewed that in the process of interaction learners can acquire target language much more easily. Meanwhile he also stressed the effect of discoursal negotiation. He proved that negotiation not only provides learners more comprehensible input opportunities, but also creates more opportunities to promote learners’ target language acquisition and increase their output. Necessarily, in the process of teaching teachers should try to establish a certain kind of mode of discoursal negotiation to help their students. Frequently, discoursal negotiation can be classified into three types: negotiation of meaning, negotiation of form and negotiation of content. Based on Long’s interaction hypotheses and Sinclair Coulthard’s mode of IRF, this paper tries to prove that discoursal negotiation between teacher and student in class highly increased the quality and quantity of learners’ language output through the observation and the recordings of real English class as well as the survey of 12 teachers and 98 students. According to the collected materials this paper tries to find out different modes of discoursal negotiation in Chinese high school English classroom. After studying this issue find out that: In Chinese high school English classroom, IRF is not the only mode of discoursal negotiation betwee