农村中学英语教师课堂话语分析——个案分析

An Analysis of Classroom Discourse Features of EFL Teacher in Rural Junior Schools——A Case Study

在外语课堂中教师话语既是教学内容又是教学手段。随着英语新课改的不断深入,教师话语对于语言教学的影响已经成为一个被学界日益关注的课题。本研究通过课堂录音和课后访谈,从语言输入和互动两个角度,对一名农村中学英语教师课堂教学中的目的语使用比例、句法特征、教师话语量、提问方式、反馈方式等方面的特点进行了系统分析。研究结果表明:该教师课堂是典型的"以教师为中心"的传统课堂,虽然为学习者提供了一定的目的语输入,但太多地使用陈述句;教师话语量明显多于学生话语量,提问与反馈方式并不能有效地引发学习者的目的语输出。

Foreign language teachers＇ classroom discourse is either teaching content or teaching means. With the English teaching reform going on, the teachers＇ classroom discourse is becoming a more and more focal project. By analyzing the teacher＇ s six whileclass transcript and after-class interview, this paper presents a detailed analysis of classroom discourse of an EFL teacher in rural junior school from the language input and interaction such as the rate of using target language, language features, the teacher＇ s talking time, the patterns of question and feedback etc. The result shows ： The class of the rural EFL teacher is teacher-centered. Although it provides the students with some target language input, most sentences are declaratives. The teacher takes most of the talking time and the patterns of questions and feedback could not effectively initiate enough output from the students. The findings will shed some lights on the rural EFL teacher classroom teaching and rural EFL teacher education.