课题名称高校英语师范生微格课堂话语运用的若干特征.docx

1、课题名称高校英语师范生微格课堂话语运用的若干特征课题名称：高校英语师范生微格课堂话语运用的若干特征第一作者：徐少林课题组成员：邝敏钊、黄伟彬、陈淑冰、李旭红、林晓玲指导教师：朱晓燕、刘晓斌结题日期：2011年4月26日共青团华南师范大学委员会制2011年3月1日高校英语师范生微格训练中课堂话语运用的若干特征徐少林、朱晓燕、刘晓斌华南师范大学外国语言文化学院，广东广州 510631摘 要 为了提高高校英语师范生微格训练中课堂话语的运用能力，本研究采用转录、例证和对比的方法分析了英语师范生在微格训练中的课堂话语。研究发现，层次较高的英语师范生和层次较低的英语师范生对课堂话语的运用存在着差别，层次较

2、高的师范生的语音语调、逻辑性、互动性都较强。另外，研究还发现，无论是高层次师范生还是低层次师范生，都存在相同的问题，例如语速偏快、缺少使用停顿和重复等强调技巧等。本研究并对此现象提出相关建议。这对提高英语师范生的课堂语言运用有重大意义。关键词：高校英语师范生，微格，课堂话语，特征，策略一、 引言微格教学是一个缩小了的、可控制的教学环境，它使准备成为或已经成为教师的人有可能集中掌握某一特定的教学技能和教学内容。微格教学的发展将促进中国教育事业的发展，而在外语习得课堂中，教师话语教师组织课堂的工具，而且也是学习者语言输入的来源，因此，课堂话语有着至关重要的作用（Nunan，1991:189）。因此

3、，分析高校英语师范生微格训练中的课堂话语运用的若干特征将对师范生的微格训练有着建设性的参考和指导意义。二、 教师课堂话语的概念和分类课堂话语（classroom discourse）就是课堂上产生的话语，包括学生话语和教师话语。而英语教师课堂话语则为教师在教学中对目的语的使用（张敏，2002）。而这种定义是不全面的，因为许多英语教师仍然在课堂使用母语。所以，英语教师课堂话语就是英语教师在组织和实施英语课堂教学时产生的话语，包括英语和母语（程晓堂，2009）。由此可见，高校英语师范生微格训练中课堂话语则为师范生在微格训练时组织和实施课堂教学中产生的话语。 Spratt等人（2005）从微观的角度

4、看待教师话语的使用目的，将教师课堂话语功能分为：指令、解释、叙事、启发、提示、纠正、检查、呈现新知识等。何安平（2001）则根据教学功能把教师课堂话语分为提问语、反馈语、和演示语三大类。另外，程晓堂（2009）根据教学过程和教学环节将英语教师课堂话语总结分类为介绍教学内容和教学目的、导入新知、讲解语言知识、组织活动、提供语言输入和维持课堂纪律。那么，我们将这些分类与现实中英语师范生微格训练中常用到的课堂语言相联系，最后确定了我们的五个研究类别，即研究导入新知、呈现演示、组织活动、提问以及纠错。导入新知定义为介绍与新寿内容有关的话题和背景知识，使学生在新旧知识、经验之间建立联系（程晓堂，2009

5、）。呈现展示定义为教师运用各种手段，介绍新的目的语言材料，知道学生理解和掌握知识，传递教学信息的行为（肖希 2002）。组织活动定义为介绍教学活动的步骤和要求，宣布活动的开始、结束等；组织学生报告活动的结果；对学生完成活动情况的评价（程晓堂，2009）。提问定义为教学过程中师生之间进行相互交流的方式，是引发学生产生心智活动，并作回答反应的信号刺激，是促进学生思维发展的手段和途径（肖希，2002）。纠错定义为教师在英语教学过程中，对学生的听、说、读、写、译实践活动所出现的各种问题给以指导和帮助的一种方式（肖希，2002）研究方法三、 研究资料和研究步骤教师课堂话语分析主要是探讨教师课堂话语的有效

6、性，目前一般从以下三个视角开始研究：（1）语言学视角的研究 （2）语言教学视角的研究 （3）话语分析视角的研究（程晓堂 2009）3。综合考虑各种研究方法的特点以及局限性之后，我们决定综合从语言教学视角和话语分析视角相结合的角度来研究英语师范生微格训练中的课堂话语，即将收集到的微格视频转写成文字，然后将文字分类为导入新知、呈现演示、组织活动、提问和纠错这五大部分，然后分析这五大部分各自的语言特点。首先，我们的语料是华南师范大学外国语言文化学院2007级135位英语师范生微格录像的文字转录。我们通过（1）年级微格老师的评分（2）师范技能大赛（3）观看录像 这三种方法从135个录像中挑选出16位层

7、次较高的师范生录像和16位层次较低的师范生录像。然后四名小组成员各转录8个录像，并把转录所得文字分类成导入新知、呈现演示、组织活动、提问、纠错这五种。与此同时，另外一名小组成员则通过阅读大量材料，摘取有用资料，为本次研究总结理论基础。本次研究的理论基础主要来自两个方面：基于互动理论和交际理论的外语教学理论和话语分析理论。根据这些理论和高校英语师范生的实际情况，我们制定了这样的具体标准表格。话语分类具体标准导入新知1. 导入内容和形式针对性强；2. 用语简洁、准确、难易适中，能够符合教授对象的英语水平；3. 互动性强，以对话进行，创造强烈的英语气氛；4. 时间适量。呈现演示1. 用语规范。用英语

8、讲解，使用中小学词汇；使用简单句，尽量避免长句和复杂句；词汇用法和句子语法准确性高，一节课最多出现五个语言错误（不包括及时纠正部分）；所使用语言是指大多数讲英语人士所讲的英语；2. 讲解清晰完整。单词的意义、读音、拼写和用法；句型的意义和用法；句子的连读、句子结构、语调和意义；3. 在交际和使用中呈现。组织活动1. 用语规范。用英语讲解，使用中小学词汇；使用简单句，尽量避免长句和复杂句；词汇用法和句子语法准确性高，一节课最多出现五个语言错误（不包括及时纠正部分）；所使用语言是指大多数讲英语人士所讲的英语；2. 指令清晰。90以上的学生能够听懂指令语；3. 操练由易到难，先简后繁，循序渐进；4.

9、 受训面广；5. 时间适量。提问1. 用语规范。用英语讲解，使用中小学词汇；使用简单句，尽量避免长句和复杂句；词汇用法和句子语法准确性高，一节课最多出现五个语言错误（不包括及时纠正部分）；所使用语言是指大多数讲英语人士所讲的英语。2. 提问类型和句式多样且恰当。“认知记忆性提问”、“推理性提问”、“创造性提问”“评价性提问”、“常规管理性提问”等综合运用；“一般疑问句”、“特殊疑问句”、”反意疑问句”“选择疑问句”等综合运用。3. 提问目的性强，与教学内容目的有直接关系。4. 提问有条理层次性，由浅入深。5. 提问对象广泛。先向全班学生提问，再让学生回答；不固定提问几位学生。纠错1. 用语规范

10、。用英语讲解，使用中小学词汇；使用简单句，尽量避免长句和复杂句；词汇用法和句子语法准确性高，一节课最多出现五个语言错误（不包括及时纠正部分）；所使用语言是指大多数讲英语人士所讲的英语。2. 尽量通过启发性言语，让学生自己纠正自己的错误，说出正确的形式。3. 尽量使用鼓励性言语，使学生不怕犯错误。4. 纠错具有针对性，与教学目标相结合，不是见错就纠。纠错时把握纠错时间，应该尽量在谈话结束或暂停时进行，不宜打断学生谈话而进行纠错。然后，我们将转录所得并已经分类好的文字根据具体标准进行分析，两个小组成员分析负责层次高的，三个小组成员负责层次低的，最后将分析结果全部汇总起来进行对比，由此得出结论。这就

11、是我们研究的整个过程。四、 结果与讨论（一）层次较高的英语师范生微格训练中课堂话语运用特征1、导入新知：（1）. 导入内容、形式针对性强。符合学生的年龄特点和心理特征，贴近生活，充分吸引学生的注意。 (2 ). 教师语言配合多媒体教学，形象生动。E.g.1 T: now I want to show you a interesting picture. Do you know him?Ss: yesT: whats his name?Ss:.T: yes, whats your impression on him?Ss: .T: all these give us an impression

12、that they day he was being a crying monkey king. Do you know why he is crying?(some of the students answer)T: because he was put into 五指山 by 如来佛祖 500 years ago. A monk with white horse came by. On seeing him, monkey cry:” hi! I have been staying in the mountain for 500 years. Do you know the meaning

13、 of this sentence?Ss: noT: it doesnt matter. We will talk this tense later. Now I want to show you another interesting thing. But first you have to answer my question）(3). 导入时使用的词汇、句型符合教授对象的英语水平。 (4). 互动性强。E.g.2 T: the 2nd Sunday of may is Mothers Day. What did you do for your mother on Mothers Day?

14、 S1?S1: T: good, and s2?S2: .T: good, and s3!S3: T: What kind of gift did you give?S3； T: Did you ask for suggestion before you choose the gift?S3: yesT: how did you ask?S3: I ask in Chinese because I dont know how to speak in English.T: It doesnt matter. Today we will learn how to ask suggestion an

15、d how to give suggestion in English.)2、呈现演示(1). 语言准确性高，词汇、句式符合基本符合教授对象水平。(2). 结合例子详细向学生讲解，单词和句型均能清晰讲解。T: And now lets look at the first clause “who is one member of NBA”. Just now we say a sportsman is a person, so here we can use “ who”. And we can also use “that”. How about the next one? an emblem

16、 is an object, so we can use ?SS: Which.T: Which or that, very good. How about“whose”. Look at this sentence. Look at this sentence: a famous person on foot. We can use whose, right? Ok, now lets look back to the first clause. Who or that is a member of MBA. Who or that, are they object? SS: No.T: A

17、re they subject?SS: No.yes.T: Yes, they are subject, right? So who and that can use as subject in a clause. (3). 呈现过程有适当停顿，给学生思考的时间。E.g. T: And do you understand how to use “which” or “who” to combine 2 sentence into 1.(pause)Ss: T: some say “yes”, some say “no”. S8, whats your question?S8: T: OK, v

18、ery good question. Lets find it out together. And in the first sentence we use “which”. Just now we say that we use which to refer about?（to）(pause)Ss: )3、组织活动(1). 用英语作指令，使用词汇和句型基本符合教授对象的英语水平。(2). 语言准确性高。(3). 指令明确，并有demo，让学生明白操练的内容和要求。E.g. T: OK. One of you act as a waiter or a waitress, and the oth

19、er one act as a customer. The customer is ordering a menu in a restaurant. To help you carry out the conversation, here are some expression for you. Now I would like one of you to come here to help me to do a demonstration for the class. Who would like to help me? Ok, s2, please come here. Now Im th

20、e waitress and you are the customer, OK? Lets begin.( . )T: OK, hand it in please. Please come back to your seat. OK, class do you know how to carry out the conversation?Ss: yesT: OK. Here are some menus for you and)(4). 运用简单易懂的语言对学生的操练结果进行评价，让学生了解自己的实际掌握情况。E.g. T: ok. To check if you understand or

21、not, I have a little exercise for you. Ok ,group 1 and group 2 get ready. I gave, I will give 5 seconds to finish this, OK. 5-4-3-2-1.OK. S9,from group1.S9: T: group 2, are you agree?(这里出现了口误，do)SS: yesT: OK. Very good! And group 2, who want to have a try? Ok, S10.S10: T: we can use what to refer to

22、 “he”, here?Ss: whoT: whySs: T: yes, very good!.）(5). 积极反馈偏于笼统，机械，单一。E.g. 1. T: And simple future tense change to ?S: Past future tense.T: Good.2. T: Thats the change of S: Tense.T: Good, and what else?4、提问(1). 提问带有启发性，引导学生积极思考。E.g. T: yes, people usually use “ how about.” this sentence pattern to g

23、ive suggestion, right?Ss: yesT: but in the last conversation how did the boy give his suggestion? He said？Ss: (2). 用语规范(3). 提问内容目的性强(4). 提问对象没有先向全班提问，再让学生回答。5、纠错 无（二）、层次较低的英语师范生微格训练中课堂话语运用特点1、导入新知（1）. 用语规范性有所欠缺。E.g. (1) T: I know you have（had） a wonderful time last weekend, right?S: yesT: many of yo

24、u went to Baiyun Mountain. So can anyone tell me interest, something interesting about your trip?(2) “Before it, class, I like to check what body language.”(3)“Did you guess whos my idol?”（2）. 导入内容针对性强。（3）. 导入形式简单，多采用简单对话进行，大部分没有综合运用图片等多媒体。E.g. T: Good afternoon, boys and girls.S: Good afternoon.T:

25、How are you today?S: Fine.T: OK. Today well have a new lesson. The title is “trouble”. So do you know whats trouble?S: 麻烦。T: Yes, it is 麻烦。 （4）. 导入时互动性不强。T: Good afternoon, class.SS: Good afternoon. T: Yesterday we have learnt something about Tom and Jerry. Now we are going to get some more informat

26、ion about them. Tom and Jerry are playing hide and seek game. Jerry is hiding in a place and he is calling a phone to ask Tom to find him. Listen to the conversation and complete the note. Before you listen, you must know how to complete notes and read the map. There are some tips for you. To comple

27、te notes, first, you should read notes carefully and get a general idea. That means, before you listen, you must make clear in mind what the note is mainly about. And then you should pay attention to the key words, such as the location and the number. At last, you should try to predict or guess what

28、 the speaker will say or what will happen next. That will help you a lot when you are listening to the tape. Have you got my point? And then to read a map. First you should try to identify the sites on the map. And this black triangle stands for mountain and mines. And this stands for bus station. D

29、o you know what this stand for? （5）. 时间适度2、呈现 （1）. 用语规范性有所欠缺，出现的语法错误、用词错误较多。所用词汇少部分超出教授对象水平。E.g. (1) T“Lets before it, (表达错误)lets play a guessing game. Read the following sentence and guess what kind of thing it is. Are you ready? Do you know （what）this body language means？Ss：“good” T: yes, it means

30、 “good”, right! We use this, we use this body language to show anyone (someone) who did very well in something or who made great achievement(词汇超纲), right?Ss: yes(2) “Where they, where , where they work?”(3)“we should have a question in our mind, we have a question on our mind.”(4)“Would you like som

31、ething to buy?” （2）. 讲解不清晰，出现冗余现象。E.g. (1)T: What does she do?( few answer)T: yes, can you describe their job? Where they, where , where they work?(where do they work)( few answer)T: now, (呃) what does he do?( few answer)T: then, this woman? (呃) s4, can you describe their job?S4: .(2) T: Yes.【 when reading a diary, we can get the date on the top and right corner.】 how about the second one? who want to have a try? you, please.S7: Yes. do you agree?S: Yes.T: So how about the third quest