高中英语教师课堂反馈话轮交际策略对学生语言学习影响的个案研究-学科教学(英语)专业论文.docxVIP

万方数据 万方数据 万方数据 万方数据 摘要 近几年，越来越多的学者关注教师课堂反馈话语。教师反馈话语不仅是学生 语言输入的一部分，而且为其提供一定的语言输出机会。因此，教师的反馈话语 在学生的语言学习中有重要的作用。 在已有的研究中，国内大多数学者关注课堂教师反馈话语的功能，而对课堂 师生互动的动态交流过程关注较少。因此，本研究将对高中英语教师的反馈话轮 交际策略进行研究，关注课堂交流的动态过程。以 Krashen（1985）的可理解性 输入假说、Micheal Long 的互动假说（1983）、Swain 的输出理论（1985）以及 Vygotsky 的支架理论（1978）为理论基础，以高中英语教师和其所教学生为研究 对象，调查分析教师的反馈话轮交际策略对学生的语言学习产生的影响。通过课 堂录音和课堂观察，收集了该教师的 7 节阅读课（每节课为 40-45 分钟），采用 内容分析和会话分析结合的方法，总结分析教师不同类型的反馈话轮交际策略和 其对学生语言学习的影响，并通过问卷调查，了解学生对教师课堂反馈持何种态 度。 通过调查研究，本研究主要有以下几大结论：1. 经统计发现教师根据教学 目的采用了不同类型的反馈话轮交际策略，并且所使用的频次有所差异。2.通过 课堂观察，发现被调查的教师反馈话轮交际策略在课堂教学和学生语言学习中起 到了重要的作用。3.被调查的大多数学生认为教师在课堂中使用的不同类型的反 馈话轮交际策略能够促进其语言学习。 关键词：高中英语教师；反馈话轮；交际策略 I Abstract In recent years, the teacher feedback has received more attention from the domestic scholars. The teacher feedback is not only the source of students’ input, but also provides opportunities for students’ output. So it has played the important role on students’ English learning. Most of the domestic scholars have paid attention to the function of teacher feedback, however, the dynamic process of teacher-student interaction in the class has been ignored. So this study focuses on the communication strategy of teacher feedback in senior high school and the dynamic process of teacher-student interaction, and takes one English teacher in junior high school and her students as the research object. Based on Krashen’s Comprehensible Input Hypothesis (1985), Micheal Long’s Interaction Hypothesis (1983), Swain’s Comprehensible Output Hypothesis (1985) as well as Vygotsky’s Scaffolding Theory (1978), this study investigates how the communication strategy of English teacher’s feedback has effect on students’ English learning. Seven reading classes (forty to forty five minutes in a class) have been collected by classroom observation and recording. With content analysis and conversation analysis, the types of the communication strategies of teacher feedback and the effect of the communication strategies of teacher feedback will b