以常态课为例的小学英语教师课堂言语行为分析

An Analysis of Primary English Teachers＇ Speech Acts in Normal Classes

英语课堂教学中言语行为占主导，本文运用弗兰德斯互动分析系统，以6位小学英语教师的常态课作为研究样本，通过教师话语比率、学生话语比率、教师间接影响与直接影响的比率、教师发问比率、教师话语——学生驱动比率、学生话语——学生主动比率、安静或混乱的比率，对他们的课堂言语行为进行分析，并针对现状提出建议：课堂教学教师言语行为应适当地多一点表扬、鼓励、肯定和启发性的提问，少一点教训的言语行为，从而使学生树立自信心，引导学生积极发言，激发学生的学习动机。再者，鼓励学生的主动与创见，不仅可以减少学生的焦虑而且能提高学生的学业成绩。

Speech acts dominate in English classes. The paper analyzes speech acts of six primary school English teachers in normal classes with Flanders Interaction Analysis System. The paper suggests there should be more praise, encouragement, affirmative and inspiring questions which contribute to students＇ confidence construction, and stimulate them to learn English. What＇s more, the initiative and creativity reduce students＇ anxiety and improve their performance.