论高中英语课堂话语模式-学科教育·英语专业论文.docxVIP

⑥ ⑥ 硕士学位论炙 MASTER’STHESIS 本研究尚有许多不足之处，如由于现实的困难，本研究所调查的对象只局限于 某一地区，因而所得出的结论是否适用于其他地区还有待进一步验证。所分析的材 料来源于优秀教师的授课实录，它与一般英语教师的课堂话语毕竟还有较大的区 别。另外，数据的获得所采用的测量工具也不够全面等等。 关键词：教师话语；话语结构；话轮；互动：提问 ⑨ ⑨ 项士擘位论吏 MASTER’S THESlS Abstract Discourse analysis has been studied extensively and has become a topical focus in the field of linguistics and educationalists．Although there has been an increasing amount of studies on classroom discourse in the world，little has been conducted in China to examine the characteristics of discourse structures and discourse patterns in Chinese context．Classroom discourse analysis is锄objective approach to classroom research, which aims to describe the teaching and learning processes and illustrate the joint contributions ofteachers and students． However,the traditional analyses of classroom discourse tended to put focuses on the features of teacher talk only for language input purpose，namely,instructional purpose．The focus WaS on tempo of speech,pause，intonation,stress and adjustments on the level ofvocabulary,syntactic structure and text(Chandron，1988)．Furthermore，what these researches investigated were teacher-fronted classrooms．There exists a shortage of empirical studies concerning the following aspects of teacher talk．discourse structure of English teacher talk,rum-taking，interaction and question． For the reasons mentioned above，the current study aims to explore the features of teacher talk in EFL classrooms in China,with the specific purpose to provide some pedagogical suggestions to the Chinese English teachers on what types of teacher talk would be beneficial to learner’S language acquisition and therefore would be employed in classroom teaching．It also aims to shed some light on teacher training and development． The subjects involved were two experienced high school English teachers who won the first prize in the third national English teaching contest．The teachers teaching processes were audio-recorded and the recorded materials were transcri