职前英语教师微格课堂会话自我修正研究

A Study on Pre-Service English Teachers’Conversational Self-Repair in Microteaching Context

本文以某师范大学英语师范专业三年级学生为研究对象,对65名职前教师的微格模拟教学进行课堂观察和录像,并按照“阻碍源—启动修正—完成修正”的序列结构,对课堂会话中的自我修正进行识别,共获取职前英语教师微格课堂会话自我修正片段570例以及未修正片段251例。本研究采用会话分析的方法,对教师自我启动自我修正的语言现象进行系统分析,探究引发自我修正的阻碍源类型、教师自我修正类型与修正策略,为提高职前英语教师语言监控意识、课堂话语质量以及有效组织课堂教学活动提供参考。

Based on the classroom observation and recordings of microteaching conducted by 65 third-year English education majors at a normal university,this study analyzes how pre-service teachers selfrepair trouble source in simulated teaching context.In total,570 cases of self-repair and 251 instances of unrepaired teacher talk are identified and classified on the sequence of“trouble source-repair initiation-repair completion”.The results of pre-service English teachers’trouble source types,selfrepair types and repair strategies could benefit language teachers’professional development.