【作者】 王姗；

【导师】 郝志平；

【作者基本信息】 西华大学 ， 外国语言学及应用语言学， 2011， 硕士

【摘要】 自20世纪70年代,西方已有不少学者开始致力于教师行为的重要表现形式教师话语的研究。教师在语言教学中起主导作用,而教师话语又是教师实施教学的最主要、最直接手段。教师话语的重要性不仅体现在课堂组织上,同时体现在学生的语言习得过程中,其数量和质量会影响甚至决定课堂教学的成败。随着我国大学英语教学改革的深入,教师话语重要性日益凸显,但国内对大学英语课堂教师话语的实证研究却相对滞后。本文作者就是想从实证研究的角度,发掘现实英语课堂中教师话语的有效运用,从而为大学英语教学提供一些借鉴。本文主要由六部分组成。第一章讲述了大学英语教学现状、作者研究的目的与意义。第二章则叙述了教师话语的概念、特征和作用,同时回顾了国内外对教师话语的相关研究。第三章为本研究的支撑理论:Krashen的输入假说与情感过滤假说、Bandura的自我效能理论和Samovar等人的非言语行为理论。第四章提出了研究的目的与问题,作者从不同省份的20所大学选择了20名受学生欢迎的教师课堂录像,以观察,文字记录,数据统计的方式对教师话语的两种表现形式言语行为与非言语行为进行数据统计。学生调查问卷则在周星、周韵(2002)所作的调查问卷的基础上进行改编,归类和添加,并对161名建艺,计算机,机械三个专业的西华大学学生进行调查,主要用于调查学生对课堂中对教师话语的数量,速度,等待时间,提问形式,反馈以及教师的面部表情,眼神交流,教师位置的要求。根据录像分析数据,作者发现了这些优秀教师在教师话语课堂运用中的一些共同之处,而这些共同之处与学生问卷调查所得的分析数据是一致的。第五章结合数据分析提出了教师话语的采用原则,并提出了几项教学建议,希望对大学英语教学有所助益。第六章表明了由于教师录像数量有限以及问卷调查的学生都属同一所大学,数据分析的结果无法完全精确的局限;同时,随着多媒体教学的广泛应用改变了传统的教学课堂,作者指出如何灵活使用多媒体教学改进教师话语取得更好的教学效果则会成为必然的研究趋势。更多还原

【Abstract】 Since the 1970s, some western scholars have devoted themselves to the research of teacher talk, the important manifestation of teacher behavior. Teachers play a leading role in language teaching, and teacher talk is the most important, direct means to implement teaching. The importance of teacher talk is embodied not only in the classroom organization but also in the student’s language learning process, and its quantity and quality will affect or even determine the success of classroom teaching.With the reform of college English in China, the importance of teacher talk has become increasingly prominent, but the domestic empirical research on teacher talk in college English classrooms has relatively lagged behind. The author of this dissertation wants to explore the effective use of teacher talk in real English classrooms from the empirical perspective so as to provide some references to college English teaching.This paper consists of six parts. The first chapter describes the present condition of college English teaching and the purpose and significance of the study. The second chapter states the concepts, characteristics and functions of teacher talk while it also reviews the related researches on teacher talk at home and abroad. The third chapter lists the theoretical support of this study: Krashen’s Input Hypothesis and Affective Filter Hypothesis, Bandura’s Self-efficacy Theory and Samovar and others’nonverbal behavior theory. The fourth chapter presents the research purpose and questions, and the author selects 20 teachers’classroom videos of 20 universities in different provinces and takes data statistics on the verbal behavior and nonverbal behavior of teacher talk by means of observing, word recording and statistics processing. Based on the questionnaire of Zhou Xing and Zhou Yun (2002), the author has made some adaption, classification and addition and conducted investigation among 161 students majoring Architectural Art, Computer Science and Machinery of Xihua University. The questionnaire is mainly used to investigate the students’requirements for teacher talk in the aspects of amount, speed, waiting time, question, feedback, facial expression, eye contact and position. According to the videos, the author finds some points in common on teacher talk which is consistent with those of student questionnaire. The fifth chapter presents the principles of choosing teacher talk and puts forward several suggestions for improving college English teaching based on the analyzed data. The sixth chapter shows that since a limited number of teacher videos are applied and the investigated students are from the same university, the data analysis results can not be completely accurate. What’s more, since the extensive use of multimedia has changed the traditional classrooms, the author notes that how to flexibly use multimedia to improve teacher talk to reach better teaching results will become an inevitable research trend.更多还原