初级汉语综合课教师话语的个案研究——基于两位汉语教师课堂话语语料的分析

A Case Study of Teacher Talk in Elementary Integrated Chinese Class:Based on the Analysis of Two Chinese Teachers' Classroom Conversations

采用课堂教学录像分析的方法 ,在获得校级汉语教学(初级综合课)一等奖的教师中随机选取两位教师的教学实录光盘作样本进行个案研究,分别从话语量、话语构成、教师提问、教师反馈和话语模式等方面对教师的课堂话语进行定量分析。结果显示:两位汉语教师课堂话语存在教师话语量比重低、讲解性话语少、操练性话语比例高、教师角色多元化、积极性反馈多以及有一些IRFR和IR[I1R1(I2R2)]F的话语结构模式等优点和长处,但也存在一些问题和不足。

This paper is a case study to investigate teacher talk of two Chinese language teachers who were randomly cho- sen as subjects among those who had won the first prize of elementary Chinese teaching competition at Beijing Language and Culture University. By analyzing the transcripts of teaching video, it makes a quantitative analysis from the aspects of the time of teacher talk, discourse structure, questioning, feedback and discourse models. The results show that there are strengths in the talks of these two Chinese language teachers. For instance, the proportion of the teacher talk in class is low; there are fewer explanatory discourses and more drills; teachers have diversified roles; they give more feed- backs; they provide various discourse models, such as IRFR and IR [ I1R1 （I2R2）] F. Meanwhile, limitations and shortcoming still exist in their talks.