根據《普通高中英語課程標準》(2017版)在日常教學活動中,教師要結合主題語境,運用自己的課堂教學話語引導學生發言、對話、討論。在課堂教學中,要不斷地使用教師課堂話語復現主題相關詞語,幫助學生運用思維導圖梳理課文信息并整理主題相關詞匯。由此可見,教師話語在課堂教學和學習者的語言習得過程中不僅是教師教學的載體,同時也是學生獲得語言輸入和提高核心素養的一個重要來源,因此提升教師對于課堂話語的應用能力對英語教學具有重要意義。本研究采用觀察法和訪談法研究鞍山地區高中英語教師課堂話語的使用,通過對鞍山地區二十位高中英語教師的課堂實錄進行觀察,選取十位相同課型的教師進行研究,同時針對六位英語教師和部分參與課堂教學的學生進行訪談,明晰鞍山地區高中英語教師課堂話語使用現狀及其存在的問題,并以言內行為、言外行為和言后行為框架對英語教師課堂話語的各個部分:講授用語(問候語和指令語),課堂組織用語(講授語和提問語)和反饋話語進行研究和剖析。通過研究發現,鞍山地區高中英語教師在課堂教師話語使用中:1.課堂問候語重復且千篇一律,部分指令語祈使句較多;2.部分教師講授語過于簡化,提問語設置展示性問題較多且提問話語相...

【文章頁數】：72 頁

【學位級別】：碩士

【文章目錄】：
摘要
ABSTRACT
ACKNOWLEDGEMENTS
ABBREVIATIONS
Chapter1 Introduction
    1.1 Research Background
        1.1.1 The Need For High School English Curriculum Reform
        1.1.2 The Practical Need for English Teaching
        1.1.3 The Need for the Improvement of Students’Language Proficiency
    1.2 Research Objectives and Significance
        1.2.1 Research Objectives
        1.2.2 Research Significance
    1.3 Concept Definition
        1.3.1 Classroom Discourse
        1.3.2 Classification of English Teacher’s Classroom Discourse
        1.3.3 Speech Act Theory
    1.4 Innovation
Chapter2 Literature Review
    2.1 Studies of Classroom Discourse
        2.1.1 Classroom Discourse Researches Abroad
        2.1.2 Classroom Discourse Researches in China
    2.2 Studies based on Speech Act Theory
        2.2.1 Studies based on Speech Act Theory Abroad
        2.2.2 Studies based on Speech Act Theory in China
    2.3 Research Gap
Chapter3 Research Design and Implementation
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Methods
        3.3.1 Classroom Observation
        3.3.2 Interview
Chapter4 Research Results and Discussion
    4.1 Results and Discussion to Observation Method
        4.1.1 Distribution of Teacher’s classroom discourse
        4.1.2 Questioning
        4.1.3 Feedback
    4.2 Results to Interview Method
        4.2.1 Results of Interviews to Group1
        4.2.2 Results of Interviews with Students
        4.2.3 Results of Interviews to Group2
Chapter5 Pedagogical Implications
    5.1 Discourse of Classroom Management
        5.1.1 Greeting
        5.1.2 Instructive Directive
    5.2 Discourse of Classroom Teaching
        5.2.1 Lecturing
        5.2.2 Questioning
    5.3 Discourse of Classroom Feedback
Chapter6 Research Conclusions
    6.1 Conclusion
    6.2 Research Limitations
    6.3 Recommendations for Future Research
References
Appendix1
Appendix2
Appendix3



本文編號：4053283