教师话语对学生英语学习积极性的影响--以赣州市重点高中为例-英语语言文学专业论文.docxVIP

赣南师 赣南师范学院硕士学位论文 ii ii 摘 要 在英语课堂中，教师话语对英语教学起着至关重要的作用，它不仅是课堂外语教 学的媒介，为学生的目的语输入提供主要资源，同时也是教师用于实施教学任务和组织 教学活动不可或缺的工具。西方学者在二十世纪七十年代就开始对教师话语进行研究， 而在我国，对教师话语的研究直到二十世纪九十年代末才开始。 本文以 Krashen 的输入假设、Long 的交互假设和 Swain 的输出假设为理论基础，分 别从教师话语的量、汉语在教师话语中的使用情况、教师的提问行为和教师的反馈四个 方面对教师话语做出描述分析，旨在得出教师话语的基本特征，同时揭示个中存在的问 题，进而了解教师话语对学生学习积极性的影响。本研究以当地重点高中(赣州市第一 中学和赣州市第三中学)的六名英语教师和 298 名学生为研究对象，通过课堂观察、课 堂录音和问卷的方式进行调查研究。 全文分为五个章节： 第一章介绍本研究的相关背景，研究目的及意义。第二章介绍相关的理论背景， 教师话语的定义、特征及国内外对教师话语的研究状况。第三章详细阐述本研究的设计 思路，具体包括本研究所涉及的研究对象、所采用的研究方法、数据收集的工具和途径。 第四章结合调查中所收集的数据对高中英语教师话语进行细致地分析和讨论。第五章为 本研究所得结论和对英语教学的建议，以及本研究所存在的局限性。 关键词：英语课堂教学；教师话语；学习积极性 iii iii Abstract In EFL classroom, teacher talk(TT) plays a greatly important role in English teaching and learning. It is not only the medium of foreign language teaching and learning in classroom, which provides the main resource of target language input , but also an indispensable tool for teachers to carry out teaching tasks and to organize teaching activities. In 1970s, some western scholars began the study on teacher talk. It was not until the late 1990s that the studies on TT have begun to develop in China. This study gives a descriptive analysis on TT from the four following aspects, namely, 1) the quantity of TT, 2) the adoption of L1 of TT, 3) teachers? question behavior, 4) teachers? feedback, on the basis of the Input Hypothesis put forward by Krashen, the Interaction Hypothesis offered by Long and the Output Hypothesis proposed by Swain, aiming to get a general feature of TT and at the same time, explore some problems existing in TT, hence get a general understanding of the influence of TT on the students? learning enthusiasm. This study takes six teachers and 298 students in local key senior high schools(Ganzhou NO.1 Middle School and Ganzhou NO.3 Middle School) as participants. TT in this investigation are studied by means of observation, audio-recording and questionnaires. This thesis is composed of five chapters: Chapter one gives an introduction to