改进初中英语实习教师课堂话语的行动研究本科毕业论文.docx

改进初中英语实习教师课堂话语的行动研究本科毕业论文.docx

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改进初中英语实习教师课堂话语的行动研究本科毕业论文

SCHOOLOFFOREIGNSTUDIES

SouthChinaNormalUniversity

AnActionResearchofImprovingaJuniorEnglishPre-serviceTeacher’sTeacherTalk

改进初中英语实习教师课堂话语的行动研究

by

HeGuijing

20110201139

AseniorthesissubmittedtoSchoolofForeignStudies,

SouthChinaNormalUniversityinpartialfulfillment

oftherequirementsforthedegreeof

BachelorofArts

MARCH,2015

DeclarationofAuthorship

Ideclarethatthisseniorthesisismyownoriginalwork.IhavealreadyreadtheSCNU’spolicyonplagiarism.

Nopartofthisseniorthesishasbeenorisbeingconcurrentlysubmittedforanyotherqualificationatanyotheruniversity.

Icertifythatthedatacollectedforthisseniorthesisisauthentic.Ifullyunderstandthatfalsificationofdatawillresultinthefailureofthethesis.

Name:

__________________

Signature:

__________________

Date:

__________________

ABSTRACT

Teachertalk（TTforshort）isnotonlyatoolforteacherstoconductteachingplan,butalsoasignificantsourceforstudents’languageinput.Therefore,teachertalkplaysacrucialpartinorganizingclassroomteachingandtheprocessoflanguageacquisitionoflearners.Thetargetsformostoftheresearchesthathavebeenconductedonteachertalkareallaboutin-serviceEnglishteachers,butlittleaboutpre-serviceteachers.Itisuniversallyacknowledgedthatthepre-serviceteachersinnormaluniversitiesarenotseniorlearnersofEnglish,butalsonewteacherswholackteachingexperience.Therefore,theresearchofteachertalkonstudentteacherembodiesgreatsignificance.

GuidedbytheInputHypothesis,OutputHypothesis,InteractiveHypothesis,thepresentstudyisconductedtoanalyzetheTTbasedontheauthorherselfDuringfourmonthsofactionresearch,aseriesofmethods,likequestionnaires,interviewandinterpretingtheteachertalkandsoon,areused.Thisthesishasgreatsignificancebothinimprovingtheteachertalkoftheauthorherselfandmakingpreparationforthelaterteaching.

Theresultshowsthat1）Task-BasedLanguageTeachingisusefulinEnglishclassteaching,whichenabletoincitestudentstotakepartintheclassroomactivities.2）Instructionalwords,asoneofthevitalpartsofTT,playanimportantpartinconnectingtheexchangesintheteachingsteps.Byusinginstructionalwords,teachercanclearlyillustratetherulesofsometasks,sostudentscanfinishthosetaskswithoutdifficulty.3）Itisveryimportantforteacherstointeractwithstudents,butnotjusttalktothem.Therefore,itisveryessentialforteacherstotrainthewayofquestioning,andthequestionsorinstructionthatteachersgivetostudentsshouldbeclearandstraighttothepoint.4）Asacrucialpartofteachertalk,appropriateteacherfeedbackcanhelpstudentsmasterthetargetlanguage.Byusingtheappropriateteacherfeedback,teacherscanstimulatestudents’motivationonstudy.5）Theimprovementofteachertalkcanhavepositiveresultonthestudents’scores.

Thepresentstudyisonlyatentativeoneandtherearestillsomelimitations.Someotherproposalsareneededtoputforwardsoastotriggermorevaluablecontributionsinthisfield．

Keywords:

teachertalk;actionresearch;fourprinciplesofTTbyChengXiaotang

中文摘要

教师话语不仅是教师执行教学计划的工具，而且是学生知识输入的重要来源，因此教师话语在教师课堂组织和学生语言习得中起着至关重要的作用。

以往的教师课堂话语研究大都是针对在职英语老师的课堂话语，很少涉及高校英语教育专业实习生的课堂话语。

英语教育专业的实习生是特殊的英语使用者群体，既是高级阶段的英语学习者，又是新手英语教师。

因此，研究英语实习教师的课堂话语具有重要意义。

本人在实习期间担任广州市长兴中学的代课老师，代课时间为四个月。

本研究以本人为研究对象，以Krashen的输入假设、Swain的输出假设和Long的交互假设为理论依据，通过问卷调查、访谈和课堂录音转录等研究方法，进行为期四个月的教师话语特征的行动研究，探讨自己作为实习教师的课堂话语特征，从而改善自己的教师话语，为今后的教学做准备。

本研究得出的结论是：

1）任务型教学法有利于提高教师话语，同时为学生提高真实的语境和与学生更好的互动交流。

2）指令语作为教师用语非常重要的部分，是教学流程中联系师生交流的纽带。

通过教师指令语的正确使用，教师可以准确无误的传达活动指令。

3）在使用教师话语中，教师应该多跟学生互动，而不是自己讲，要给学生足够的时间表达自己的想法或观点。

4）适当的教师反馈有利于激励学生学习，从而提高学生兴趣。

5）教师话语的提高可以激发学生的学习动机，同时提高学生的学习成绩。

本研究从结果中得到的启示是：

该研究仅为尝试性研究、仍存在一定的局限性，期待相关领域的学者专家的深入探讨。

关键词：

教师课堂话语；行动研究；程晓堂教师话语分析四原则

TableofContents

ABSTRACTI

中文摘要II

ChapterOneIntroduction1

1.1ResearchBackground1

1.2PurposeandSignificanceoftheResearch1

1.3OrganizationoftheThesis2

ChapterTwoLiteratureReview3

2.1TeacherTalk3

2.2StudiesonTTAbroad5

2.3StudiesonTTAtHome5

2.4Summary6

2.5ComprehensibleInputHypothesis7

2.6TheComprehensibleOutputHypothesis8

2.7TheInteractiveHypothesis8

2.8Summary9

ChapterThreeResearchDesign10

3.1ActionResearch10

3.2Participants10

3.3Procedures10

ChapterFourImplementationandDataAnalysis12

4.1PuttingForwardofProblem12

4.2ImplementationandDataAnalysis13

ChapterFiveResultandDiscussion20

5.1MeasuresThatAreCarriedOuttoImproveTT20

5.2PracticeMakesPerfect20

5.3Motivation21

ChapterSixConclusion22

6.1MajorFindings22

6.2LimitationsoftheStudyandFutureDirectionoftheTopic23

AppendixI24

AppendixII27

References29

ACKNOWLEDGEMENT31

ChapterOneIntroduction

1.1ResearchBackground

Englishcurriculumstandardforcompulsoryeducationshowedthat,English,astheoneofthewidelyspokenlanguagearoundtheworld,hasbeenaveryimportanttoolforinternationalconnectionandcommunicationoftechnologyandculture（Theministryofeducation,2003）.Meanwhile,openingEnglishcourseinthestageofcompulsoryeducationhasagreatsignificancetothefuturedevelopmentofteenagers.AsthemaintoolforstudentstolearnEnglish,Englishclassplaysanimportantpartinstudents’Englishlearning.TheyspendmostoftimelearningEnglishinclass.Therefore,wecastagreatdemandforteachers’teaching,aswellasteachertalk,asitisthemainwayforteacherstoimparthisknowledgetostudents.

InEnglishclass,Englishisnotonlythetargetlanguagethatstudentshavetolearn,butalsoasacrucialtoolinteacher’steaching,thusteachertalkinthelimitedtimeofjuniorEnglishteachingisveryimportantforlearner’sEnglishlearning.

Teachercontrolswhatgoesonintheclassroomsprimarilythroughtheiruseoflanguage.Usinglanguageproperlyinteaching,forexample,beingauthentic,interactive,logicandnormativeinteachertalkcanattractandinfluencestudents,makingtheclassatmospherebecomeveryactiveandimprovethelearninginterestofstudents.Atthesametime,ifteachersusetargetlanguagetoprovidelanguageinput,theycanfostertheirstudentstheabilityofusinglanguage.Thestudyonteachertalkboomedinwesterncountriesinthe1980s,whileinChina,therelatedresearchbeganrelativelylate,whichisfromabout1998.

1.2PurposeandSignificanceoftheResearch

Whyshouldtheauthorconductaresearchonteachertalkofhers?

Firstofall,whentheauthorhadherinternshipatChangxinmiddleschoolinGuangzhou,shefoundthatshehaddifficultyinmakingherselfunderstood.ShetriedhardtouseEnglishtoexplainforstudents,butshefoundthatstudentdidn’treallyunderstandwhatshesaid.Thissituationconfusesher,soshewantstofindoutthereasonwhystudentscan’tunderstandherandhowshecanimproveherteachertalk.Secondly,studentteachersarenewresourceswhoaregoingtoteachtheirstudents.Theyarenotexperiencedenoughinteaching.Theymayhavesometroubleintheirteachertalk,forexample,theirauthenticity,interaction,logicandnormalizationarenotgoodenoughcomparedtothosequalifiedteacher.Therefore,iftheycanimprovetheirteachertalk,theycanmakepreparationfortheircareer.Lastbutnotleast,intheresearchesaboutteachertalkthathavebeenconducted,mostoftheresearchers’targetarein-serviceteachers,onlyfewofthemfocusonpre-serviceteachers,andnoneofthepre-serviceteacherstakethemselvesasthetarget.Therefore,byconductingthisactionresearch,theauthorintendstomakeimprovementfortheresearchofteachertalk,meanwhileaddsomethingnewtofilltheresearchgap.

Ifteachersareabletoteachstudentsandorganizeclasseswithaccurateandbrieflanguage，theycanbemoresuccessfulintheirteachingcareer．Teachertalkisawaytostudyhowtoimproveforeignlanguageteaching．Teacherstrainthestudentshowtocommunicatewithothersinforeignlanguages.Theycanachievethisgoalbyimprovingtheirownteachertalksoastobeunderstood.

TheEnglishclassinjuniorhighschoolisthecrucialplaceforteacherstocultivatestudents’comprehensiveabilityofusingEnglish,whichsetafoundationalstageforseniorhighschoollearning.thereforeitplaysanespeciallyimportantrole．"Notonlyfortheorganizationoftheclassroombutalsofortheprocessofsecondlanguageacquisition．Itisimportantfortheorganizationandmanagementoftheclassbecauseitisthroughspeechthatteacherseithersucceedorfailtoimplementtheirteachingplans．Intermsofacquisition，teachers’speechactsareimportantbecauseitisprobablythemajorsourceofcomprehensibletargetlanguageinputthelearnerislikelytoreceive”（Nunan1991：

189）．

1.3OrganizationoftheThesis

Thepresentstudyconsistsofsixparts.Itstartswithanintroductionasthefirst

chapter,whichisaboutthebackgroundknowledge,andthepurposeandthesignificanceofthestudy.Chaptertwowillfocusonliteraturereview.Keyconceptionswillbedefinedandpreviousstudiesaretobeincluded,aswellasstudiesonteachertalkandbasictheoriesliketheInputHypothesis,theOutputHypothesis,andInteractionHypothesis.Chapterthreeisresearchdesign,whichincludestheresearchquestions,researchsubjects,methodsofthestudy,aswellasresearchprocedures.DiscussionandanalysisofthedataindetailwillcomeinChapterfour，whichisthemainpartofthewholestudy,wheretheauthorwillcarryouttheactionresearchandanalyzetheresult.Chapterfiveisdiscussion,a