英语中学英语教学教师口语策略探讨本科学位论文.docx
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英语中学英语教学教师口语策略探讨本科学位论文.docx
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英语中学英语教学教师口语策略探讨本科学位论文
Teacher Talk discourse analysis
Abstract:
Teacher Talk (TT for short) refers to the speeches that the teacher uses to speak to students when the teacher undertakes the task in the foreign language teaching. TT can be primarily divided into two types:
content language (CL for short) and medium language (ML for short). CL refers to the language of teaching tasks as prescribed in textbooks. ML consists of explanatory medium language (EML) and coordinative medium language (CML) EML refers to the language the teacher uses to perform such teaching tasks as paragraphing words or sentences or illustrating grammar rules. CML refers to speeches used by the teacher for greeting, comments, task switching, discipline regulation, etc. What merits my attention in this paper is ML.
TT as the essential medium in language teaching is firstly studied in the field of Teaching Methodology. Different teaching approaches can bring about different styles of TT; and different TT applies different teaching approaches to teaching activities. However, limiting the analysis of TT in the field of Teaching Methodology may narrow the research space of TT and can be fairly disadvantageous in language teaching. This paper adopts an opening view – the perspective of discourse analysis to analyze linguistic forms and their functions as well as effects on learners’ learning, and it firstly sums up several communicative features of TT. Then introduces the researches closely related to the study of TT, and enquires the TT strategies basing on the analysis of the middle schools’ English teaching. Finally, tries to offer further refection on TT.
中文题目:
中学英语教学教师口语策略探讨
The key words:
Teacher Talk; discourse analysis; context; classroom interaction; communicative features.
1. Introduction
The first chapter serves as an introduction with a brief overview of the previous study of Teacher Talk. It has put forward the new scope of this paper that it will be quite contributive to investigate Teacher Talk from the perspective of the discourse analysis rather than limiting the research of Teacher Talk in the only field of Foreign Language Teaching Methodologies.
1.1. Present Research on Teacher Talk
With the development of the second language acquisition, scholars begin to study language teaching classroom in psychological and sociological perspectives in order to improve students’ acquisition of a second language. Mantero (2002) studies discourse in second language classroom in a psychological perspective. His study brings us “closer to understanding the role of cognition, discourse, and literature in a foreign language classroom”. Those who studies in the sociological perspective are interested in the classroom interaction. Christie (2002) has said “there has been a growing interest in the study of interaction patterns found in foreign language classrooms during the last 20 years. This is a result of the realization that successful language teaching probably depends more on the type of interaction that takes place in the classroom than on the actual teaching method used.” Therefore, the discourse between the teacher and students becomes the subject. The structure and the nature of classroom discourse are studied to show how the teacher and the students together create chances to learn instead of only how the teacher teaches.
Meanwhile, there are also micro studies of the discourse in classrooms. Barnes (1969, quoted in Ellis, 1994) has studied one aspect of the discourse – initiating. Mchoul (1978, quoted in Ellis, 1994) has shown that classroom discourse is often organized so that there is a strict allocation of turns and who speaks to whom at what time is firmly controlled. As a result, there is less turn-by-turn negotiation and competition, and individual student initiatives are discouraged.
In China, although our society has a considerable demand of foreign language teaching, and it never functions well in terms of explorations of Teacher Talk. Therefore, research of Teacher Talk in China seem quite inadequate and may not meet the actual demands of foreign language teaching. A case in point is the investigation made by Yang Xueyan in 2003. She examined the Index to Papers on Foreign Language Research edited by Highber Education Institute and collected the statistics about the research papers published by foreign language teachers in China in 1999.
Table:
Statistics of Papers on Foreign Language Teaching in 1999
Number
Ratio
Foreign language teaching (extensively)
63
24.7%
Reform in education
41
16%
Language learning and acquisition
41
16%
Teaching methodology
28
11%
Language skills and teaching
25
9.8%
Cultural factors
19
7.5%
Multimedia and electric-form teaching
19
7.5%
Teaching research
9
3.5%
Foreign language classrooms performance
5
2%
Foreign language teachers
5
2%
From the above table we may realize that Chinese foreign
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- 英语 中学英语 教学 教师 口语 策略 探讨 本科 学位 论文