教师话语与英语课程理念关系的个案研究

A Case Study on the Relationship between Teacher Talk and English Curriculum Philosphy

课堂教学是教师践行英语课程理念的场所，教师在课堂上进行课堂管理、从事语言教学的话语（教师话语）是教师认知的外在体现，是“英语课程理念向教师个体观念转化”的“风向标”。为此，本文以一堂高中英语阅读课为个案，采取语料库方法，分析教师话语的词汇质量、提问质量以及评价质量，考察其与教材内容、教学目标以及课程目标的吻合度。研究结果表明，教师对英语课程理念有一定的认识，但教师自身素质以及对教材内容和教学目标的理解还不够深入，对课程目标践行的熟练度不够。因此，建议加强教师发展培养力度，将英语课程改革向纵深推进。

Classroom is an ideal place for teaehers to put English Curriculum philosphy into practice and teacher talk （that is, the language used in classroom teaching and class management） may be viewed both as an externalized representation of a teacher＇s cognition and as a signal for the transformation of English curriculum philosphy to teachers＇ personal views. Therefore, by adopting corpus approaches, the paper takes one senior reading class as a case, analyzing the texicat quality, questioning quality and evaluation quality in teachers＇ classroom discourse for the purpose of examining its closeness to teaching content, teaching aim and course objective. The results show that teachers have some knowledge of English curriculum philosphy though it needs to go much further. Enhancing teacher development is strongly suggested in the process of the reformation of English curriculum.