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1.
《洛阳师范学院学报》2015,(12):109-113
英语课堂提问语是课堂话语研究的主要内容之一,对学习者的第二语言习得有巨大的促进作用。虽然国内已在提问的分类、功能和提问策略方面取得了大量富有成效的研究成果,但对提问语进行描述型的简介性研究仍是凤毛麟角。通过CNKI和维普期刊数据库检索1990—2015年国内外语类核心或权威期刊上刊载的研究英语课堂提问语的文献,发现有关提问策略的研究结果缺乏一致性,研究方法手段单一,研究对象分布不均。立足中国英语课堂提问语研究的现状和问题,对今后的发展趋势做出展望:关于提问语总结型的描述性需要深入推进,实证研究建立在语料库基础之上;实证研究的研究工具和研究途径应多样化,多维度说明问题;对高校教师的分类可以细化到课程的类别,对中、小学教师的研究则应加大关注比例。 相似文献
2.
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
3.
教师话语的质量关系到英语课堂的质量和学生英语水平的发展。该文通过对某初中优秀英语教师的课堂话语进行研究,分析教师提问话语、修饰话语以及教师反馈在课堂互动中对整个课堂教学和学生二语习得的影响。 相似文献
4.
根据社会语言学的输出理论,本文采用会话分析的方法,对大学英语课堂的教师提问行为进行了分析,旨在研究教师的话语行为是否应该改变,教师提问方式是否影响学生的课堂语言输出。通过对两名教师课堂提问的分析,发现参考性问题比展示性问题更能够使学生输出更多的单句和复合句。因此建议在二语习得课堂中,教师多给学生创造话语机会,尤其是多提问参考性问题。 相似文献
5.
教师话语是教师在课堂上实施教学和传授知识的重要媒介,在学习者的语言习得过程中起到至关重要的作用。通过课堂观察,采取定量与定性相结合的研究方法,从权力距离角度对中国大学英语课堂和对外汉语课堂中教师话语进行研究。根据权力距离在课堂中的表现,从课堂话语量、问候语、提问语、反馈语四个方面进行对比分析。研究发现,中外教师在教学中的角色定位存在差异,与学生间的权力距离不同。 相似文献
6.
教师课堂话语对学生英语习得具有重要影响。本文通过收集高职中外英语教师课堂话语个案,分析研究中外英语教师课堂的话语量、会话结构、提问方式、反馈语的特点,提出改进高职教师英语课堂话语的建设性意见。 相似文献
7.
在大班英语精读课堂上,教师所选用的话语策略对于教学效果起着至关重要的作用。文章应用顺应理论对课堂中常用的语码转换、委婉语、幽默话语和移情等语用策略进行了阐释,证实这些话语策略是与语境相互顺应的结果,如果运用得当,它们在很大程度上能促进高效、和谐的英语课堂的构建。 相似文献
8.
《海南广播电视大学学报》2016,(2):7-14
在Verschueren提出的元语用意识及Halliday的系统功能语法三大元功能基础上,分析大学英语教师课堂话语标记语与其元语用意识之间关系,分析教师元语用意识是如何指导和调控其对话语标记语作出选择的,并具体讨论课堂语境下教师话语标记语人际互动、信息传递及语篇衔接三种元语用功能。研究结果将为英语教师课堂话语语用研究提供一个新视角。 相似文献
9.
在大班英语精读课堂上,教师所选用的话语策略对于教学效果起着至关重要的作用.文章应用顺应理论对课堂中常用的语码转换、委婉语、幽默话语和移情等语用策略进行了阐释,证实这些话语策略是与语境相互顺应的结果,如果运用得当,它们在很大程度上能促进高效、和谐的英语课堂的构建. 相似文献
10.
教师话语在大学英语教师组织课堂和学生的语言习得过程中起着重要的作用。它既是目的语的来源,也是管理课堂的手段,教师课堂话语能否恰当运用,直接关系到教学效果的好坏。作者以对三位大学英语教师英语课堂听课记录和在教研活动中对其访谈为基础,分别对英语课堂上教师的话语量,提问方式,语言调整,反馈方式和教师对于母语的使用做出详细的调查研究和结果分析,初步探索英语教师课堂话语使用情况。 相似文献
11.
The objective of this study was to examine the effects of the flipped classroom method on the academic achievement of medical students in the Good Medical Practice Program, collect data on the students’ opinions of this method, and offer solutions to some of the most commonly cited problems in the literature regarding its use. The research design of the study involves a quasi-experimental pretest-posttest design with a control group, and the qualitative research method for answers to follow-up questions. Participants in the study were 38 first-year students from the Faculty of Medicine of Hacettepe University. An academic achievement test and a semi-structured interview form were used as data collection instruments. Findings of the study show that the students taught using the flipped classroom model have higher levels of achievement compared with the students taught using the traditional method. Interviews conducted with the experimental group showed that these students had positive views regarding the flipped classroom method, and it was concluded that solutions offered to deal with the problems, commonly viewed as the disadvantages of the method, were effective. 相似文献
12.
传统的课堂教学都是重视语法而忽视语用，这已成为学生口语能力提高的一个障碍。现在的语言教学越来越重视语用功能，为此蔓国的语言学家Grice提出了会话的合作原则，Leech等则进一步发展，提出了会话的礼貌原则。通过对部分口语语篇的语用分析可以看出，礼貌原则已成为成功交际的一条准绳。在课堂教学中有目的地培养学生的语用意识，可以使学生回避不礼貌的话语，从而使交际更为成功。 相似文献
13.
杨艺媛 《四川教育学院学报》2012,(2):118-121
在前人的基础上,从语用能力的可教性、儿童语用能力的发展、小学英语语用教学的现状,以及角色扮演的特点这几个方面来阐述,角色扮演是培养小学生英语语用能力的途径之一。根据课堂观察,指出小学课堂上语用教学中存在的缺陷,给出如何更有效地利用角色扮演来培养小学生语用能力的建议。 相似文献
14.
王惠敏 《安徽广播电视大学学报》2007,(3):89-92
通过对于一些交际性听力测试试题语用预设的分析,指出语用预设在正确推断会话含义、理解说话者的意图方面起着重要的作用.从而得出教师应在教学中教授相应的语用预设的相关知识以提高学生的听力测试成绩. 相似文献
15.
Deborah G. Herrington Ryan D. Sweeder Jessica R. VandenPlas 《Journal of Science Education and Technology》2017,26(4):359-371
As students increasingly use online chemistry animations and simulations, it is becoming more important to understand how students independently engage with such materials and to develop a set of best practices for students’ use of these resources outside of the classroom. Most of the literature examining students’ use of animations and simulations has focused on classroom use with some studies suggesting that better outcomes are obtained when students use simulations with minimal guidance while others indicate the need for appropriate scaffolding. This study examined differences with respect to (1) student understanding of the concept of dissolution of ionic and covalent compounds in water and (2) student use of electronic resources when students were asked to complete an assignment either by manipulating a simulation on their own or by watching a screencast in which an expert manipulated the same simulation. Comparison of students’ pre- and posttest scores, answers to assignment questions, near-transfer follow-up questions, and eye-tracking analysis suggested that students who viewed the screencast gained a better understanding of the dissolving process, including interactions with water at the particulate level, particularly for covalent compounds. Additionally, the eye tracking indicated that there were significant differences in the ways that the different treatment groups (screencast or simulation) used the electronic resources. 相似文献
16.
马克思主义理论大课堂教学的优化途径——小组课外学习 总被引：1，自引：0，他引：1
李建宁 《廊坊师范学院学报》2010,26(5):103-106
目前,高校马克思主义理论课普遍采用大课堂进行教学。由于班级规模过大,学生人数过多,存在师生互动难以实施、学生参与度低、课堂管理难度大、多角度综合考核困难、良好的师生关系难于建立等问题,影响了教学的实效性。小组课外学习的教学模式,把课堂和课后有机地结合起来,大班不足小组补,课上不足课下补,是大课堂教学的补充和延伸。它为学生提供了一个自主参与学习、研究性学习、交流合作学习的平台,是优化马克思主义理论大课堂教学的一种有效教学组织形式。 相似文献
17.
在小学数学课程教学过程中,课堂练习占据重要地位,同时也是学生学习数学知识、掌握数学技能的重要方式。高效的课堂练习具有重要意义,不但有助于集中学生在课堂学习中的注意力,让他们将所学的数学知识应用到数学习题的解答中,而且高效的课堂练习还能帮助教师了解和掌握学生的学习情况,从而针对学生对数学知识掌握薄弱的地方采取针对性的策略开展教学。但是从小学数学课堂练习的设计现状来看,在教学设计中还存在许多难题。本文主要对课堂练习优化设计策略进行分析和研究,期望能为同行提供一些借鉴和参考。 相似文献
18.
AbstractThe teacher echo refers to teachers’ almost verbatim repetition of student responses and can be used to provide implicit feedback about students’ achievement or understanding. Echoing student answers is a controversial strategy of classroom discourse, as some critics see it as a bad habit and consequently deny its use in the classroom. The aim of this research project was to learn more about the perceptions of unprejudiced, prospective teachers on this controversial type of teacher feedback. Therefore, two short videos of a simulated lesson with and without teacher echo were created. A sample of 410 teacher trainees was asked to rate the perceived instructional quality and answer a knowledge test about the lesson contents. Results showed no significant differences in perceived cognitive activation and teacher dominance, but higher perceived constructive support and better knowledge acquisition when using the teacher echo. Thus, its application seems to be more beneficial than harmful. 相似文献
19.
Kurt Reusser 《Instructional Science》1988,17(4):309-338
Arguments are put forward in this paper that classroom word problem solving is more-and also less-than the urgent analysis of a factual structure, in the sense that it is essentially a species of a social-cognitive activity. Word-or story-problems, presented in classroom contexts, represent textual and pragmatic patterms of a certain grammaticality. To present a problem verbally to a student means to organize a fact in some way for the attention of a problem solver. There is not only the structure of the problem text itself by which situations are denoted, but there is also the stimulative nature of the social-pragmatic context which shapes the student's textbook-problem solving behavior over a long period of time.The present paper discusses the results of several studies showing, for example, that subject matter related attitudes towards a problem frequently do not play an important part in the problem solving efforts; that students often solve problems correctly without understanding them; and that false contextual expectations can lead to abstruse errors of understanding and to peculiar solution attempts.The studies indicate that students can become sensitive and skilful in perceiving and capitalizing on subtle textual and contextual signs pointing to the solution and anticipating its pattern. It seems that usual textbook problems let students get accustomed to certain courses of processing where a simple fact, like whether an equation works out evenly or does not, can stop the process or push it further. It is argued that the deeper reason for the observed textual and contextual influences on understanding and problem solving lies in a fundamental weakness of the student's epistemic control behavior. The psychological and instructional significance of the studies is discussed. 相似文献
20.
当前数学教师的课堂提问中仍存在着提问频繁且提问时间过长、提问方式不当、学生机械性回答较多、提问过程中学生参与度较低等现象。针对这些现象,教师可通过减少低效提问、增加高效提问;针对不同类型的问题引导学生采取不同的回答方式;鼓励学生积极参与课堂提问;根据不同的提问类型采取不同的等候策略等一系列的方法,以提高课堂教学提问的质量。 相似文献