广西师范大学 硕士学位论文 大学英语课堂教师话语探究 姓名：郑艳 申请学位级别：硕士 专业：课程与教学论英语 指导教师：陆巧玲 20090401 iv 大学英语课堂教师话语探究 大学英语课堂教师话语探究 研究生：郑 艳 年级：2006 级 学科专业：课程与教学论 指导老师：陆巧玲 研究方向：英语教学论 中 文 摘 要 中 文 摘 要 语言课堂的教师话语不仅是信息传递的媒介，也是语言学习者模仿的目的语。 鉴于此， 教师话语对语言课堂教学的组织及学习者的语言习得都是至关重要的。诚如 Cook (2000:121) 所言，语言教学的独特性在于,二语课堂教学语言既是组织教学和掌控课堂的工具，又是教 学的主要内容。 在西方，二语课堂中教师话语的重要性业已引起研究者的重视。20 世纪 70 年代以来， 不少学者对二语课堂中教师话语进行了大量实证研究；这些研究大多从语言学的角度，对教 师的教学语言做了初步的归纳与分类。国内近年也涌现了大量有关外语课堂教学过程的研 究，但针对外语课堂教师话语系统的调查尚十分缺乏过去十年间，国内外语类核心期刊 登载的相关论文仅有 24 篇，且大部分研究聚焦于西方理论的评介，课堂教学中教师话语系 统的实证性研究则比较鲜见。 基于上述研究现状，本研究试图以二语习得理论中的“输入假设” 、 “交互假设”和“输 出假设”为指导，借助课堂观察、录音和问卷等手段，就五位大学英语教师课堂话语的样本 进行剖析，从而全面详细地描述和分析大学英语课堂教师话语的特点，以期发现问题， 对 提升大学英语课堂教师话语的质与量提出建议。本文将主要探讨以下几个问题： （1）大学英 语课堂教师话语的量为多少？（2）大学英语教师母语的使用量为多少？在大学英语课堂教 学中，教师通常在哪些情况下使用母语？（3）在大学英语课堂的提问中，展示性问题和参 阅性问题所占比例各为多少？（4）在大学英语课堂教学中，教师理解核实、确认核实和澄 清请求三种交互调整方式所占比例各为多少？（5）在大学英语课堂教学中，教师如何对学 生的回答做出反馈？ 论文共分六章。 第一章为导言，主要介绍语言课堂教师话语研究的目的及意义。第二章 为文献综述，关注的是教师话语的定义，内涵及国内外相关研究。第三章探讨了大学英语课 堂教师话语研究的理论基础。第四章和第五章描述了研究的设计和实施过程，并就研究所得 数据展开了讨论。在数据分析的基础上，针对出现的问题，笔者在第六章提出了可行性建议， 并就研究的局限性做了说明。 关键词关键词：大学英语课堂；教师话语；特点 v A Study of Teacher Talk in College English Classroom Postgraduate: ZhengYan Grade: 2006 Major Field of Study: Curriculum second, language is the actual subject matter that is being taught. In the West, the importance of teacher talk in L2 teaching and learning has already attracted a lot of researchers attention. In the early 1970s, scholars began to direct their interest to teacher talk, and quite a lot of empirical studies have been made in this field. However, most of the work has focused on the linguistic modifications concerning teacher talk. In recent years, a number of studies have been carried out in China related to the teaching and learning processes in English classroom, only a few of which are comprehensive and systematic researches on teacher talk24 relevant papers have been published in 10 key linguistic journals, a majority of which are introductions to the studies conducted abroad while few of which empirically and systematically concentrate on teacher talk in EFL classroom. With considerations above and based on the Comprehensible Input Hypothesis, the Negotiated Interaction Hypothesis and the Comprehensible Output Hypothesis, the present study attempts an overall picture of teacher talk in current College English classroom by means of classroom observation, audio-recording and questionnaire. To find existing problems and offer insights into the nature of teacher talk in College English classroom, the present study intends to explore the following questions: (1) What is the amount of teacher talk in College English classroom in general? (2) How much L1 is used on the part of teachers in College English classroom and when do teachers tend to use L1 in College English classroom? (3) What are the frequency distributions of display questions and referential questions in College English classroom? (4) What are the frequency distributions of comprehension checks, confirmation checks and clarification requests in College English classroom? And (5) How do teachers respond to students answers in College English classroom? The thesis consists of 6 parts. Chapter 1 presents the importance of teacher talk, the purpose vi and the organization of the thesis. Chapter 2, Literature Review, dwells on an overview of the relevant issues concerning teacher talk, with previous studies and major findings examined. Chapter 3 probes into the theoretical foundations of teacher talk, including Krashens Comprehensible Input Hypothesis, Longs Negotiated Interaction Hypothesis and Swains Comprehensible Output Hypothesis. Chapter 4 and Chapter 5 report the research design, the research procedures, and the research results. The last chapter discusses the research findings, pedagogical implications, limitations of the study and brings the thesis to a conclusion. Key words: College English classroom; Teacher talk; Characteristics vii Abbreviations EFL English as a Foreign Language ESL English as a Second Language IRF Initiation-Response-Feedback L1 First Language L2 Second Language NHCE 2 New Horizon College English 2 NHCE 4 New Horizon College English 4 SLA Second Language Acquisition TL Target Language viii List of Tables Table 1 Background Information of the Subjects Involved. . . .21 Table 2 The Statistics of Amount of Teacher Talk and Student Talk .24 Table 3 The Statistics of L1 Use and L2 Use. . . . . .26 Table 4 The Proportions of Display Questions and Referential Questions. . .28 Table 5 The Proportions of Different Ways of Interactional Modification.30 Table 6 The Proportions of Different Types of Feedback .32 63 论文独创性声明论文独创性声明 本人郑重声明：所提交的学位论文是本人在导师的指导下进行的研究工 作及取得的成果。除文中已经注明引用