SETT框架下课堂互动中的教师话语反思研究

Reflective Practice in Teacher Talk from the Perspective of SETT Framework

该研究介绍了SETT框架的四类课堂互动模式和14种互动特征。通过定性和定量相结合的研究方法分析一堂EAP课堂互动中的教师话语模式,结合刺激访谈让授课教师反思自身课堂用语,评价话语的有效性。结果表明SETT框架可以作为教师自我评价课堂话语的辅助工具,帮助外语教师分析课堂用语,进行反思实践。

This paper introduces four modes and their interactional features of SETT framework. A quantitative and qualitative study was applied to analyze modes of teacher talk in an EAP lesson. A stimulated-recall interview was designed to help a teacher reflect on her own performance and effectiveness on her classroom discourse. The findings show that the SETT framework could be used as a tool to evaluate teacher talk and improve reflective practice.