摘要
本文以英语作为二语或外语的教学为背景,综述教师课堂话语国外50年的研究。文章首先以话语分析、课堂话语、教师课堂话语、TESOL教师课堂话语为层接,追寻该研究的历程。随后设话语结构研究、输入语源研究、简化话语研究、提问话语研究四个方面讨论该研究的重点。为寻问研究高峰,文章选择整体数量、文献形式、作者三个途径。文章最后预测教师语能、错误分析、软件辅助、意识与培训四个方面将成为国外TESOL教师课堂话语研究的核心。
This article aims, in a background of teaching English either as a second or foreign language, at making an overview of teachers＇ classroom discourse analysis done abroad in the past fifty years. Starting with a layered-discussion connecting discourse, classroom, teachers, TESOL within and between, it attempts to trace the history of research at issue. With discourse structure, input, simplification, and questioning as four loci, the article explores the emphases of research in concern. In order to locate the peak development, the article tries on three routes, number of research publications, publication forms, and number of authors and their publications. It ends by predicting that teachers＇ discourse proficiency, error analysis, software aids, and awareness of follow-up training shall become the key aspects for further investigation.
出处
《外国中小学教育》
CSSCI
北大核心
2015年第11期52-59,共8页
Primary & Secondary Schooling Abroad
