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1、山东农业大学 硕士学位论文 大学英语综合课教师课堂话语调查分析及启示 姓名：姜梦 申请学位级别：硕士 专业：外国语言学及应用语言学 指导教师：康光明 2011-06-15 山东农业大学硕士学位论文 3 中 文 摘 要 中 文 摘 要 教师课堂话语是指教师在课堂上为组织和从事教学活动所使用的言语， 它是教师向 学生传授知识的主要方式，也是教师进行思想教育的重要手段。 会说话的教师不一定能成为一名优秀的教师， 但是一名优秀的教师一定是会说话的 人。要学会“说话” ，也就是要掌握教师课堂话语的艺术。一堂课能否取得成功，跟教 师课堂话语的组织有着很大关系。课堂上，教师的想法、观点要通过课堂话语被学生所
2、 接受，教学内容也只有通过完美的教师课堂话语的组织才能达到理想的教学效果。为了 更有效地传授知识、训练学生的语言技能和合理组织教学，教师应该认识到教师课堂话 语的重要作用，自觉的关注课堂话语的质量，使课堂话语成为一门真正的艺术。 近年来，教师课堂教师话语研究逐渐成为国内语言学家和教师研究的热点之一。作 为一门大学生必修的课程，大学英语综合课的重要性不言而喻。研究大学英语综合课教 师课堂话语有利于语言教师话语的培训和职业发展。 教师通过观察和分析自己以及同事 的课堂话语行为，可以对行为的合理性、行为背后的个人观念加以反思，以便改善课堂 行为、提高专业水平。有鉴于此，研究大学英语综合课教师课堂话语
3、，对于提高教学质 量和加强双师型教师建设都具有积极意义。 本文以语域理论和情景语境理论为基础对大学英语综合课教师课堂话语进行研究。 首先，叙述了研究背景、研究目的和意义，以及本文的框架结构。然后，介绍了教师课 堂话语的定义，并对国内外对于教师课堂话语的研究情况进行了梳理。接着，作者以语 域理论和情景语境理论为支撑，对大学英语综合课教师课堂话语进行分析，具体采用了 个案研究和调查研究两种方法。在个案研究中，作者对山东农业大学 5 名英语教师的大 学英语综合课进行录音，然后将录音材料进行转写。在调查研究中，作者对这 5 名英语 教师和 240 名非英语专业大学生进行了问卷调查和半结构访谈。 通过对
4、录音材料和问卷 调查进行分析，作者阐释了大学英语综合课教师话语的类型和现状。在此基础之上，作 者指出了本研究对大学英语教师的启示。最后，作者对本文的研究结果进行了总结，并 提出了本研究的不足之处以及供将来进一步研究的建议。 关键词：教师课堂话语；大学英语综合课；调查；分析；启示 山东农业大学硕士学位论文 1 Abstract Teacher talk refers to the language used by teacher in the classroom to organize and conduct teaching activity; it is the principal way
5、of imparting knowledge to students and also an important means of conducting ideological education. A teacher who can speak could not necessarily become a good teacher, but a good teacher must speak very well. To learn to “speak”, that is to master the art of classroom teacher talk. The success or f
6、ailure of a class has a close relationship with the teachers organization of classroom teacher talk. In the class, teachers idea and viewpoints need to be accepted by students through teacher talk, and only through perfect organization of teacher talk can teaching content achieve the ideal teaching
7、effect. In order to impart knowledge, train students language skill and organize classroom teaching more effectively, teachers should realize the important role of teacher talk, and pay attention to quality of teacher talk consciously and make classroom teacher talk become a real art. In recent year
8、s, teacher talk has become one of the hot research areas for linguistics and foreign language teachers in China. As a compulsory course for every college student, the importance of integrated English course is self-evident. A study of teacher talk in integrated English course contributes to the trai
9、ning of teacher talk for English teachers and their professional development. Through observing and analyzing their own and colleagues teacher talk, college English teachers can reflect on the rationality and personal belief of using teacher talk, so as to perfect it and improve their professional l
10、evels. In view of this, studying teacher talk in integrated English course is of positive significance for improving teaching quality and constructing double-qualified teachers. Based on the genre theory and the situational context theory, this thesis conducts a study on teacher talk in integrated E
11、nglish course. First of all, the research background, purpose and significance of the study are introduced, and it also tells the organization of the thesis. Then definitions of teacher talk are given, and previous studies on teacher talk both at home and abroad are reviewed. Next, supported by the
12、genre theory and the situational context theory, the author makes an analysis on teacher talk in integrated English course, adopting the methods of case study and survey study. In the case study, the author records five teachers 大学英语综合课教师课堂话语调查分析及启示 2 integrated English course in Shandong Agricultur
13、al University, and then the recording materials are transcribed. In the survey study, the author conducts questionnaire investigation and semi-structured interview on these 5 English teachers and 240 non-English majors. Through the analysis of recording materials and questionnaires, the author inter
14、prets the genre and current situation of teacher talk in integrated English course. Base on these studies, the author points out implications for college English teachers. Finally, the author summarizes the major findings of the study, limitations and further directions for future research are also
15、given. Key words: teacher talk; integrated English course; investigation; analysis; implications I List of Abbreviations TT:Teacher Talk L2:Second Language EFL:English as a Foreign Language IATEFL:International Association of Teachers of English as a Foreign Language II List of Tables Table 5.1 Number and proportion of referential questions and display question30 Table 5.2 Ratio of display questions to referential questions used in class.30 Table 5.3 Different functions of display questions and referential questions on students output of target language31 Table 5.4 Teachers use of inadvert
