摘要
本研究是对英语专业教师课堂指令性言语行为的实证研究.通过课堂录音、课堂观察以及现场记录的方法收集语料,运用社会语言学理论和方法对其结构形式、使用特征和数量,及其与学生的英语水平、教师的教学方法、责任心、教学效果等因素之间的关系进行了分析讨论.结果发现:教师课堂指令的形式主要与学生的英语水平、教学内容的难度和教师个人的性别及性格有关;指令的数量主要与教师的责任心及教学方法有关;直接指令的使用比例随年级的升高而降低,而间接指令的比例随年级的升高而升高;课堂指令的数量明显地影响师生互动及语言课堂的教学效果,指令的形式对课堂教学的影响不明显.研究表明:教师发出足量的、恰当的课堂指令,有助于充分地激活学生的课堂学习积极性,增强师生互动,提高语言课堂的教学效果.
Teachers' speech acts play a significant role in classroom teaching. The paper, focusing on English teachers' directives in the language classroom, attempts to make an analysis of their forms and distributional features on the basis of classroom recording, observation and note-taking. The main findings are: 1) teachers' use of directives correlates with the students' English proficiency, teaching focus and methods, and teachers' personality; 2)a general tendency is found that the percentage of teachers' direct directives decreases with the growth of the students' grade, but that of the indirect directives increases with it; 3)it is the quantity rather than the forms of teachers' directives in class that mainly has a direct and decisive influence on teacher-student interaction and classroom teaching effects. A conclusion is drawn at the end: a sufficient amount of appropriate directives contributes to motivating students' active participation in classroom learning and thus makes classroom teaching more effective and productive.
出处
《山东外语教学》
2005年第3期40-43,53,共5页
Shandong Foreign Language Teaching
关键词
言语行为
课堂指令
话语形式
师生互动
教学效果
speech acts
classroom directives
utterance form
teacher-student interaction
teaching effects
