教师的积极反馈语对学生英语学习影响的会话分析

A Conversation Analysis of the Effect of Teacher＇s Positive Feedback on Learners＇ Language Learning

本研究采用会话分析方法，以一节初中英语阅读公开课为例，对教师的积极反馈语分布特征及其对学生英语学习的影响进行了描述性分析。研究结果表明，该教师在阅读课上较少使用简单的积极反馈语，较多使用引发性积极反馈语，多数情况下使用有附加语的积极反馈语；该教师所使用的简单的积极反馈语对学生英语学习产生的影响较小，引发性积极反馈语能够促进学生深入思考，五类有附加语的积极反馈语对学生英语学习的影响分别是：重复性附加语引导学生聚焦核心内容、强化记忆，概括性附加语帮助学生澄清观点，重述性附加语帮助学生阐释观点，提示性附加语协助学生完成应答，评价性附加语向传递明确的评价信息。本文建议初中英语教师在阅读课堂教学中应减少使用简单的积极反馈语，适当增加使用引发性积极反馈语和有附加语的积极反馈语；基于教学目标和学情，选择使用和灵活运用不同类型的积极反馈语。以提高英语课堂师生互动质量。

This study makes and its impacts on learners＇E a descriptive analysis on the characteristics of teacher＇s positive feedback nglish learning by taking an open English reading class in junior middle school student to focus on the core learning contents and strengthen their memory; The summarization adjuncts help students clarify ideas; The recast adjuncts help students interpret ideas; The prompt adjuncts help complete students＇ responses; The evaluation adjuncts transfer teacher＇s definite evaluations. Thus, the authors put forward the corresponding suggestions： Decrease the frequent use of the simple positive feedback, adopt more initiative and adjunct positive feedback appropriately and employ different types of positive feedback flexibly based on the teaching objectives and learning conditions for the improvements of the effectiveness in teacher- student interaction.