教师支持性反馈话语的类别与功用——以中学阅读教学为例

The Classifications and Functions of Teachers' Supporting Follow-up Utterances——Using Examples of Reading Teaching in Middle Schools

在对话式教学中,当教师作为听话人时,他必须对学生的言语活动作出积极反应。从反馈话语所表现的对教学过程的调控功能来看,反馈比诱发更重要。教师借助重复、评价、帮助、推测、归纳、追问、解说等对学生应答进行支持性反馈。研究教师支持性反馈话语的类别及其语用功能,应有助于指导教师在实践中自觉地丰富自己的反馈话语,做到适时、得体、有效。

In conversational mode of teaching,when teachers act as listeners,teachers should actively give responses to students' linguistic behaviors.In terms of the controlling function of responding utterances in the teaching process,teachers' follow-up utterance is more important than initiating utterance.Teachers give supporting follow-up to students' responses and questions by repeating,assessing,helping,deducing,concluding,inquiring,and explaining.Studying the classifications and functions of teachers' supporting follow-up utterances should help teachers to enrich their follow-up utterances in practice,making the follow-up utterances effective,appropriate,and well-timed.