《[英语学习]西安讲座IRF三话步回合交互模式与 交际性英语课堂教学给孟老师》由会员分享，可在线阅读，更多相关《[英语学习]西安讲座IRF三话步回合交互模式与 交际性英语课堂教学给孟老师（36页珍藏版）》请在金锄头文库上搜索。
1、IRF三话步回合交互模式与 交际性英语课堂教学,范文芳 清华大学外语系 ,一. 师生课堂交互的“伯明翰模式”,“伯明翰模式” 由以Sinclair and Coulthard（1975）为代表的英国伯明翰学派提出。 课堂上师生的交互分为五个级阶： 课（lesson） 课段（transaction） 回合（exchange） 话步（move） 话目（act） 其中最重要的是回合和课段：回合是师生会话的基本单位；不同的回合组成不同的课段,1.回合 IRF三话步回合交互模式,（1）典型的IRF三话步回合交互模式 三个话步： 教师引发（Initiation） 学生应答（Response 教师反馈或/和
2、后续话语 （Feedback or/and Follow-up） 简称为IRF,例1： T: Whats this? Trevor. (I) S: An axe. (R) T: Its an axe. Yes. (F) 例2：（请学生看图片比较乌龟和兔子的快慢） T: Who is fast? Ss: The rabbit is fast. T: Yes. The rabbit is fast.,（2）IRF大于三话步回合的交互模式 在很多时候，IRF三回合话步交互不是一次完成的，于是就会出现IRF 大于三话步回合的交互模式。 例1：（老师请学生看图片回答问题） T: What did he
3、do? What did he do? You, please. (I) S: Play badminton. (R1 T: Badminton? Sit down, please. *, please. (RI) S: He played tennis. (R2) T: Perfect answer! OK! (F) 在上边的例子中，学生第一次回应的答案内容不正确，并且所用的时态 也有错误。老师再次引发问题，让另一个学生回答。这次回答是正确的， 于是老师做出正面评价性反馈。 再看下面的例子：,例2：（老师在用实物，教授学生单词“钢锯”） T: What do we do with a hac
4、ksaw, this hacksaw? (I) P: Cut trees. (R) T: Do we cut trees with this? (RI) P: No. No. (R) T: Hands up. What do we do with this? (RI) P: Cut wood. (R) T: Do we cut wood with this? (RI) P: No. (R) T: What do we do with that then? (RI) P: Sir. T: Cleveland. (RI) P: Metal. (R) T: We cut metal. Yes we
5、cut metal. (F),例3：（老师一边往黑板上过灯笼模型，一边问） T: Whats Miss Wang doing? (I) Ss: Miss Wang is hanging up the lantern. (R1) T: Whats Miss Wang doing? (RI) Ss: Miss Wang is hanging up the lantern. (R2) T: OK! Good! (F) 在以上例子中，学生第一次回应的答案是正确的，但 老师仍再次引发问题让学生回答。学生在此回答正确后，老 师才做出正面评价性反馈。,注意： 当学生给出正确答案，老师不做出正面性评价反馈，而
6、是再次引发问题的做法，有时会给学生造成误解，使学生误认为第一次回应的答案是错误的，而后重新寻求答案，而且重新寻找到的答案往往是错误的。这时，学生会感到迷茫，甚至失去寻找正确答案的兴趣和信心，使用时需要十分谨慎。,请看以下例子（老师请学生听录音中的对话，听完后老师让学生说 所听对话中交际双方的关系）： T: What about dialogue two? Whats the relationship between the two speakers? (I) Ss: Teacher and student. (R1) T: Teacher and student? Are you sure?
7、Ha! Let me ask Chenchen. What do you think is their relationship? (RI) S: I think its student and student relationship. (R2) T: Student and student relationship? Whats the possible answer? (RI) Ss:#（注释：学生之间窃窃私语）Parent and child. (R3) T: Parent and child? OK, lets listen again. OK? (RI),(1)问题的类型 IRF三
8、话步回合课堂师生交际成功的重要一环是教师所提出的问题。教师提出的问题一般分成两类： 展示型问题：教师为达到某一特定教学目的而提出的、事先知道答案的问题，老师属于“明知故问”，这是为课堂交际而提出的问题。 参考性问题：教师不知道问题的答案而寻求信息的问题，是为真实交际而提出的问题。,2.IRF三话步回合中的提问,例1：（教授时间表达法） T: （把闹钟拨到9点）What time is it? (I) Ss: Its nine oclock. (R) T: Youre very smart. (F),例2： T: Richard, whats your favorite movie? (I1)
9、S: My favorite movie is Ghost. (R1) T: Oh, your favorite movie is Ghost. Why do you like it? (F1; I2) S: Its scary. (R2) T: Oh, scary. You like scary movies? (F2; I3) S: Yes. (R3) T: Thats interesting.,(2)问题的层次性 教师所提出的问题具有层次性。 例1： T: All the students must wear school uniforms every day. What do you
10、think about the rule? S: I dont like the rule. I think we should wear what fits us. T: I like your idea.,例2：（教授关于“自由女神像”的课文） T: What do you know about the Statue of Liberty? (I) S: Its a gift from France to America. (R) T: Great! The Statue of Liberty was a gift from France to America. (F),例3： T: Il
11、l take you to a forest, because the imals Olympic Games will be held there. Would you like to go with me? (I) Ss: Yes. (R) T: Ok, lets go! (F),(3)问题的有效性 试分析以下例子中问题的有效性: T: Now take out your paper? Your paper? Here, this one. Sorry. Yah, this one. Paper. Here we have a chart in the paper, and you try
12、 to watch carefully for only two times. Yes, just only two times, and then just fill in this chart. Are you ready? Ready, class? Yes or no? Ss: Yes. (only a few students) T: Yes or no? Ss: Yes. (a few more students) T: Yes or no? Ss: Yes, ya. (Almost all and loud) T: Very good. Yes.,请看以下问题及其回应（在阅读故事
13、”Billy the Cat”之后，老师提出问题）： T: How can Billy come to the ground? Now work in group and find a way to solve the problem. (I) Group 3: Billy saw a man on the ground. He shouted, “Help, Help!” The man looked at Billy and said, “Clap your hands again!” Billy Clapped his hands. The kite flew out of his ha
14、nds and he fell to the ground. Billy was happy. He hurt his legs, but he was safe on the ground. (R) Ss & T: ? (F),（1）教师使用多种形式的正面反馈 教师反馈是课堂上师生之间交流过程中的重要一环。请学生回答问题正确后，老师要用多种形式做出正面评价性反馈。,3. 教师反馈及其应该注意的问题,T: There are many teachers in our classroom. Say “Hello” to the teachers! Ss: Hello, teachers! T:
15、Yes! Everyone, we have learnt the opposite words. Could you tell us some of them? Berry. (I) S1: (0) (R) T: Oh, youre not ready yet. Youll do it later. Jerry, you please. (F; I) S2: black and white. (R) T: black and white. Thats right! *, you please. (F; I) S3: tall and short. T: tall and short. Thats right! Jassica! (F; I) S4: in front of, behind. (R) T: Wow! How do you know that? Good! Very good! How about Mike? (F; I),
