基于自然调查方法的教师话语研究及改进策略

教师话语(teacher talk)作为语言课堂教学的主要语言输入和教学媒介,对学生的语言输出、课堂参与度、学习态度及整个语言学习的过程有着极其深远的影响。主要探讨了大学英语交互式课堂中的教师话语的特征及不足,并结合教学实践提出了相应的建议,旨在促进教师课堂话语的效能。     

大学英语课堂教师话语的调查与分析

大学英语课堂教师话语不仅是组织课堂和操纵教学的工具,也是课堂语言学习的内容和语言应用的范例。鉴于此,大学英语课堂教师话语会影响甚至决定课堂教学的成败。该研究采用自然调查法,通过课堂观察、录音和问卷调查,就五位大学英语教师课堂话语的样本从教师话语的数量、母语的使用量、教师提问、交互调整的方式及教师对学生的反馈5个方面进行剖析,从而全面、详细地描述和分析大学英语课堂教师话语的特点,以期发现问题,对提升大学英语课堂教师话语的质与量提出建议。     

基于评价理论的英语课堂教师话语态度研究

大学英语课堂教师话语包含了丰富的态度资源,其出现频率不同,其中判断资源远远多于情感资源,积极资源多于消极资源。教师可以通过合理运用话语中的态度资源来实现更好的教学效果,这不但丰富了评价理论在话语分析方面的应用,同时对英语教师合理利用话语资源提高教学效果有重要启示。     

Dialogic understanding of teachers' online transformative learning: A qualitative case study of teacher discussions in a graduate-level online course

Teachers are expected to implement new educational technologies and adapt to new teaching environments. However, it involves a complex learning process that can lead to their perspective transformation. We have developed and taught a discussion-based online course to facilitate teachers' transformative learning. This qualitative case study examines teachers' perspective transformation in our course to understand the nature of effective online teacher-to-teacher discussions. Based on a theoretical framework that integrates Mezirow's transformative learning model and Bakhtin's dialogism, this paper builds on previous literature on teacher-to-teacher discussions as well as providing a fresh perspective to inform the current globalized teacher education context.     

河南省新升本院校英语精读课堂教师话语研究

随着"以学生为中心"的主题教学模式的出现和逐步推广,众多一线教师与研究人员开始关注英语课堂上教师的言语行为对学生二语习得的影响和作用。本研究采用自然调查法对河南省两所新升本院校外语系精读课堂上的教师话语进行调查研究,从而分析英语精读课堂中教师话语的使用情况及存在的问题,为新生本院校的英语专业精读课程教学提供一定的参考。     

教师话语在外语教学中的最佳输入

目的语的输入在外语和第二语言习得中起着很大的作用.在国内,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.本文探讨了教师话语的最佳输入,以期提高学生运用语言交际的能力.     

英语课堂教师话语与可理解性输入

教师话语是教师在外语课堂上组织和从事教学所使用的语言。由于缺乏英语语言学习的外部环境,教师话语就成为学生语言输入的主要来源。然而,在教学过程中,许多教师只重视教授的内容,不注重学生的可理解程度,这严重阻碍了学生的语言习得过程。本文探讨了教师话语与可理解性输入的关系,并提出了使教师话语更容易被理解的方式。     

Talking about education: exploring the significance of teachers’ talk for teacher agency

Abstract

The interest in teachers’ discourses and vocabularies has for a long time been studied under the rubric of knowledge, most notably teachers’ professional knowledge. This interest can be traced back to Shulman’s distinction between different kinds of teacher knowledge and Schwab’s interest in the role of practical reasoning and judgement in teaching. Within the research, a distinction can be found between a more narrow approach that focuses on teachers’ propositional or theoretical knowledge and a more encompassing approach in which teachers’ knowledge is not only the knowledge for teachers generated elsewhere, but also the knowledge of teachers. This is the ‘stock of knowledge’ gained from a range of sources and experiences, including teachers’ ongoing engagement with the practice of teaching itself. In this paper, we focus on the role of teachers’ talk in their achievement of agency. We explore how, in what way and to what extent such talk helps or hinders teachers in exerting control over and giving direction to their everyday practices, bearing in mind that such practices are not just the outcome of teachers’ judgements and actions, but are also shaped by the structures and cultures within which teachers work.     

Exploring the relationship between dialogic teacher talk and students’ persuasive writing

Studies have documented the importance of dialogic classroom discourse for supporting academic outcomes such as reading comprehension and vocabulary development. This study examines the relationship between teacher talk during whole-classroom discussions in 42 classrooms and post-discussion persuasive essays from students in grades four through seven (n = 471). Teacher talk was coded by type of question (contestable, semi-open, or quiz-like) and teachers' follow-ups (prompting, pressing for reasoning, active listening), and further categorized as indicating either high or low levels of dialogic talk. Multilevel modeling that accounts for student participation rate, discussion topic, and students' demographic information shows that high dialogic teacher talk positively predicts students’ persuasive essay scores, while low dialogic teacher talk negatively predicts their scores. The study supports existing hypotheses about the role of teacher dialogic talk in whole-class settings.     

国外英语课堂教师话语研究综述(英文)

该文对国外英语课堂教师话语研究进行梳理并简要综述。先从语言教学与研究的角度谈本话题的研究目的、意义、重要性,然后对国外主要经典研究进行概述,以期对我国的相关研究提供启示。     

英语课堂教师话语真实性研究：内涵、表征与应用

英语课堂教师话语既具有组织教学的功能,也是学生语言输入的一个重要来源。无论是作为组织教学活动的语言,还是作为语言输入,教师话语的真实性都不可或缺。英语教师课堂话语真实性是指情景、语言和内容的真实性;课堂话语真实性具有即时性、连贯性、目的性、可理解性等特点,且具有多种促学功能;课堂话语真实性的表现形式有口语化、协商性、反馈性和转换性等方面;在课堂教学中,教师应创设真实情景、促进语言输出,明确教学目的、力求话语真实,提高语言能力、确保内容真实。     

多媒体教学模式下高职英语教师话语的调查与分析

运用课堂录音、课堂观察、问卷调查和教师访谈的方法,对多媒体教学模式下高职院校公共英语课堂教师话语的话语量、母语及目的语的使用比例、话语内容、提问方式及反馈方式进行系统分析。结果表明,在多媒体教学模式下,高职英语教学仍然是以传统的以教师为中心的教学模式为主。     

语用模糊策略在大学综合英语课堂教师话语中的应用

教师话语在课堂教学中发挥着重要作用。教师可以借助语用模糊来实现话语的客观性、得体性和灵活性。试以大学英语教育专业综合英语课堂教学为例,从教师话语的内涵、分类、特点出发,分析语用模糊策略的实现形式和语用功能,以期进一步优化大学综合英语课堂教师话语,提高课堂教学效果。     

基于“优慕课平台+钉钉直播”的在线教学实践研究

为解决新型冠状病毒肺炎疫情背景下"停课不停教、停课不停学",以食品理化检测技术课程为例,对原有在线课程建设进行优化;基于"优慕课平台+钉钉直播"实施在线教学过程实践,为同类型课程在线教学提供参考。     

非英语专业英语课堂教师话语分析

英语课堂上的教师话语具有重要的作用,教师话语是教学的媒介,也是学生获得知识的重要来源,教师话语的质量和数量会影响甚至决定课堂教学的成败。英语课堂教师话语具有独特的作用、类型及特征,然而在我国英语课堂中,教师话语存在诸多问题。为了提高英语教师的话语质量,更加有效地开展课堂教学,对其作出相应的改进是非常重要的。     

中职英语优质课教师话语的实证研究

教师话语贯穿于课堂教学的整个过程,不仅是教师完成教学计划的辅助工具,更是课堂语言输入的主要来源,在教师进行课堂教学及学生完成语言习得的过程中具有至关重要的作用。因此,开展教师话语研究具有重要的指导意义及实践价值。通过对上海市中等职业学校教师教学法改革交流评优活动参赛课(公共英语组)中评选出的优秀获奖课和未获奖课之间的教师话语进行对比分析,研究这两类课在教师话语方面的差异,从而揭示中职英语优质课教师话语的使用特点,并希望以此促使中职英语教师更多的关注并优化英语课堂上的教师话语,提高课堂教学质量。     

Teacher Talk and English Teaching

Ｔｅａｃｈｅｒｔａｌｋ (ＴＴ)ｉｓｏｆｃｒｕｃｉａｌｓｉｇｎｉｆｉｃａｎｃｅｆｏｒａｌｌｃｌａｓｓｒｏｏｍｓ ,ｅｓｐｅｃｉａｌｌｙｔｈｅＥｎｇｌｉｓｈｌａｎｇｕａｇｅｔｅａｃｈｉｎｇｃｌａｓｓｒｏｏｍ ,ｂｅｃａｕｓｅｉｎＥｎｇｌｉｓｈｔｅａｃｈｉｎｇ (ＥＴ) ,ｌａｎｇｕａｇｅｉｓｎｏｔｏｎｌｙｔｈｅｏｂｊｅｃｔｉｖｅｏｆｔｈｅｃｏｕｒｓｅ ,ｂｕｔａｌｓｏｔｈｅｍｅｄｉａｔｏａｃｈｉｅｖｅｔｈｅｏｂｊｅｃｔｉｖｅ.Ｂｏｔｈｔｈｅｏｒｇａ ｎｉｚａｔｉｏｎｏｆｔｈｅｃｌａｓｓｒｏｏｍａｎｄｔｈｅｐｒｏｃ…