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课堂交互是二语习得的必要条件,作为课堂交互核心要素的教师话语在外语课堂中起着促进和阻碍语言习得的双向作用。因此,外语教师话语的质量优劣决定着课堂教学成败。运用会话分析法,研究江苏省5所高校10名大学英语教师20节真实课堂话语,揭示高校外语教师话语质量方面存在的问题并提出相应的对策。 相似文献
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《黑龙江教育学院学报》2017,(1):32-34
在翻转课堂教学模式的背景下,探索高校外语基础课程的翻转课堂中教师的话语行为。以教师话语影响学生语言习得的基本理论作为切入点,从而进一步提出在教师话语引导下外语翻转课堂教学模式的转变,展现教师话语的引导性力量与带动性作用。在此基础上,引申出改善高校外语翻转课堂中教师话语的具体策略,将翻转课堂教学模式与教师话语充分结合起来,为构建更为高效化、集约化与科学化的高校外语基础课程的教学课堂奠定良好基础。 相似文献
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外语课堂教学是学习者习得第二语言的重要环节,教师话语是外语课堂的重要交际媒介,它不仅是学生接触英语的来源,而且是教师讲解知识和指导学生的工具。本文分析了外语课堂中教师话语与语言习得之间的关系及现状,提出了提高教师课堂话语的途径,以改善课堂教师话语的质量,提高课堂教学效率。 相似文献
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张华莉 《中国校外教育(理论)》2007,(10):74
外语课堂教学是学习者习得第二语言的重要环节,教师话语是外语课堂的重要交际媒介,它不仅是学生接触英语的来源,同时也是教师讲解知识和指导学生的工具。本文分析了外语课堂中教师话语的现状,进而提出了提高教师课堂话语的途径,以改善课堂教师话语的质量,提高课堂教学效率。 相似文献
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外语课堂教学是学习者习得第二语言的重要环节。课堂话语包括教师话语、课堂提问以及反馈与纠错等三方面。教师话语能否成功运用,直接关系到教学效果的好坏,在有限的课堂教学时间内充分发挥课堂话语的作用有利于学习者习得语言。 相似文献
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董家丽 《中国校外教育(理论)》2007,(4):8
Krashen的语言输入假设理论强调可理解的语言输入是外语学习和习得的重要条件,教师是语言课堂主要的话语输入源,教师话语的修正与调控影响和制约着学习者的外语学习水平和语言输出方式。本文基于Krashen的语言输入假设理论,从教师话语的外语课堂特征;教师话语修正的分类;教师话语修正的表现等方面探讨教师话语的修正调控功能对外语教学的影响。 相似文献
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我 国外语教学研究越来越重视外语课堂话语的研究。其焦点是分析外语教师如何为学生参与课堂对话活动提供机会或空间,以完成课堂教与学的任务。而课堂话语质量,策略选择,课堂互动或协商模式,反馈策略等都会直接影响学生学习和认知、语言发展速度和教育成果, 所以外语课堂话语研究是外语教育、语言学和二语习得研究的重要领域。本文首先界定课堂话语的三个主要语用功能,然后根据这三个主要功能对我国英语课堂话语研究进行综述和评价。最后在评价的基础上对我国英语课堂话语的深入研究提出建议, 力求使课堂教学实现本土化和全球化的接轨。 相似文献
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一、研究背景
近年来,国内不少高校一线教师从不同角度和层面对教师话语展开了实证调查与研究,而针对高中英语课堂中教师话语及其与学习者语言习得之因果关系的实证研究则极少.本文主要从教师话语时间的视角来关注教师话语的质量及其与学生习得的关系. 相似文献
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Teacher talk and teacher-student classroom interaction have always been the central issue among the various classroom researches. Teacher talk is undoubtedly important in EFL(English as a foreign language) classroom in China. This paper attempts to discuss the features of teacher talk in EFL classroom, mainly of NNS(non-native speaker) teachers and the implications and suggestions of how to make teacher talk more appropriate and stimulative. 相似文献
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Emma M. Mercier Steven E. Higgins Andrew Joyce-Gibbons 《Interactive Learning Environments》2016,24(3):504-522
While research indicates that technology can be useful for supporting learning and collaboration, there is still relatively little uptake or widespread implementation of these technologies in classrooms. In this paper, we explore one aspect of the development of a multi-touch classroom, looking at two different designs of the classroom environment to explore how classroom layout may influence group interaction and learning. Three classes of students working in groups of four were taught in the traditional forward-facing room condition, while three classes worked in a centered room condition. Our results indicate that while the outcomes on tasks were similar across conditions, groups engaged in more talk (but not more off-task talk) in a centered room layout, than in a traditional forward-facing room. These results suggest that the use of technology in the classroom may be influenced by the location of the technology, both in terms of the learning outcomes and the interaction behaviors of students. The findings highlight the importance of considering the learning environment when designing technology to support learning, and ensuring that integration of technology into formal learning environments is done with attention to how the technology may disrupt, or contribute to, the classroom interaction practices. 相似文献
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Women's talk in the ivory tower 总被引:1,自引:0,他引:1
Inequities in higher education persist, as revealed both by statistical indicators and in continuing reports by women students and faculty that the academic environment itself is alienating. Our review of the research on academic settings, including classroom interaction and the patterns of interaction among and between females and males, leads us to identify the structure of classroom talk itself as one reason many women find the classroom inhospitable. The norms of classroom interaction are more closely aligned with typical male patterns of interaction than with typical female patterns. We suggest that both can exist in classrooms side‐by‐side, as important resources for females and males. We conclude with suggestions for teaching and research. 相似文献
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浅谈英语教师话语的特征及使用原则 总被引:4,自引:0,他引:4
陈莉娜 《遵义师范学院学报》2005,7(3):60-62,86
教师话语是指教师在课堂上组织教学和传授知识所使用的语言.在国内第二语言课堂,由于学习者缺乏学习英语的自然环境,所以,教师话语就是学习者目的语输入的主要来源.作者首先探讨了英语教师话语在形式上和功能上的双重特征,然后指出为了合理有效地使用教师话语,教师应该遵循规范性、灵活性、交互性和艺术性这几大原则,以期使教师话语在第二语言课堂教学中发挥最佳效能. 相似文献
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陈勤 《四川师范大学学报(社会科学版)》2004,31(4):82-86
从话语输入/交互与语言习得的关系出发,通过分析在以学习者为中心的课堂上,针对文本和学生练习活动的大学英语教师话语对学生语言习得产生的影响,指出作为课堂组织者和指导者的教师使用恰当的功能性语言,创造一个协商、鼓励的语言环境,能够正面影响学生的语言输出。 相似文献
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姚桂招 《赣南师范学院学报》2011,32(4):135-138
在外语课堂中教师话语既是教学内容又是教学手段。随着英语新课改的不断深入,教师话语对于语言教学的影响已经成为一个被学界日益关注的课题。本研究通过课堂录音和课后访谈,从语言输入和互动两个角度,对一名农村中学英语教师课堂教学中的目的语使用比例、句法特征、教师话语量、提问方式、反馈方式等方面的特点进行了系统分析。研究结果表明:该教师课堂是典型的"以教师为中心"的传统课堂,虽然为学习者提供了一定的目的语输入,但太多地使用陈述句;教师话语量明显多于学生话语量,提问与反馈方式并不能有效地引发学习者的目的语输出。 相似文献
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从语用角度对高校课堂教师话语的定性和定量研究都比较少见。以Searle的言语行为理论及前人的教师言语分类为基础,高校课堂教师话语可以区分为与教学内容有关的话语,与课堂组织有关的话语及与师生互动有关的话语三个类别,其中又包含17种具体的教师话语运用类型,这些类型的绝大部分都分别以Searle的不同言语行为作为语用功能基础。对高校文科专业课堂教师话语语料库(由抽取的20部国家精品课程录像而转录)的定性分析表明,该高校课堂教师话语分类体系具有一定的普遍适用性。 相似文献
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陈勤 《广东广播电视大学学报》2004,13(1):57-62
本文从话语输入/交互与语言习得的关系出发,分析在以学习者为中心的课堂上,针对文本和学生练习活动的大学英语教师话语对学生语言习得产生的影响。另外,作为课堂组织者和指导者的教师使用恰当的功能性语言,创造一个协商、鼓励的语言环境,能够正面影响学生的语言输出。 相似文献
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The goal of this special issue is to examine how certain modes of classroom dialogue might contribute to students' learning outcomes. The articles in this special issue share the idea of classroom talk as a problem-oriented dialogue. In other words, an interactional configuration based on exchanges among students and teachers that go beyond the predominantly monologic approaches of classroom talk. In each of the contributions to this special issue, different types of learning outcomes were studied as a result of specific ways of orchestrating classroom dialogue. All in all, the studies in this special issue yield a picture of the field as a productive research area: they provide evidence for the plausibility of the assumption that dialogic orchestrations of classroom talk may produce various desired learning and developmental outcomes in students, depending on what outcomes we want to articulate, and how they are assessed. Although the studies in this special issue yield promising results for future improvements of classroom practice more (preferably longitudinal) research is required. 相似文献
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通过对三位优秀骨干教师的大学英语教学进行课堂观察并对其话语进行分析,表明在语言学习课堂中教师话语策略表现在控制语言量、延长等待时间、提问中参阅式问题增多、注意语句类型的使用以及让学生享有充分的引发话轮的权利等方面,以上教师话语策略的运用可以为学生提供更多课堂交际的机会,使语言学习变得轻松、有效。 相似文献