高职英语课堂教师话语权研究

Research on Discourse Power of the Teacher in Higher Vocational English Classroom

课堂话语权的分配能够体现教师的教学理念。本文通过从IRF会话模式、话语量、语速、提问语、反馈语五个维度对某高职学院英语课堂教师话语行为特征进行研究,并对课堂内的师生微观权势关系的现状进行描述性分析。通过分析,发现教师话语权的使用中存在讲授话语量大、语速快、提问方式单一和反馈方式较直接等问题,因此通过实现师生平等对话、引出符合学生需求的话题、进行开放性提问、采取适中的语速以及采取多元化的反馈方式,真正的做到"以学生为中心"的教学才能最终实现教师课堂话语权的合理使用。

The distribution of discourse power in class can reflect the teaching idea of teachers. This paper conducts a research from five dimensions：the IRF conversational pattern, discourse, speed, questioning and feedback to study the discourse behavior characteristics of higher vocational college English teacher and the micro power relationships between teacher and students in the classroom. By related analysis it is found that the using process of the teacher＇s discourse power has some problems such as large amounts of teaching discourse, fast speech rate, single questioning method, direct type of feedback and so on. Therefore, in order to rationally use the teacher＇s discourse power, we propose the use of such measures as student-oriented teaching, equal dialogue between teacher and students, finding the topics of students＇ demand, asking open questions, speaking in a moderate way and choosing various ways of feedback etc.