初中英语教师课堂话语对比研究

A Comparative Study of Classroom Discourse Concerning Junior High English Teachers

本研究以新手型英语教师和专家型英语教师为研究对象,对比两类教师在课堂话语方面的异同。研究依据立意抽样法和便利抽样法,从我国东部某城市的初中分别选取3位新手型教师和3位专家型教师,并以他们的6节课例作为语料来源;采用质性研究与量化研究相结合的方法,通过课堂观察和语料转写等方式,调查新手型教师与专家型教师在话语量和话语结构上的异同。通过分析语料发现,与新手型教师相比,专家型教师的课堂话语量较少,其目的是为给学生提供更多的语言输出机会。同时,专家型教师在话语结构方面比新手型教师更有经验,主要表现为话轮转换的灵活性和意义协商的多样性。本研究探究教师话语,旨在提高教师的互动能力,形成更具参与性和动态性的课堂,也为初中英语教师提供相关建议,促进教师可持续的专业化发展。

This study takes novice English teachers and expert English teachers as the research participants in order to compare the differences and similarities between the two types of teachers in terms of classroom discourse.Using purposive sampling and convenience sampling,three novice teachers and three expert teachers have been chosen respectively from an eastern city of China as the corpus source.The study adopts a mix of qualitative study and quantitative study to analyze teacher talk through classroom observation and corpus transcription.Research questions are designed as follows:the similarities and differences between novice teachers and expert teachers in terms of discourse quantity and discourse structures.The results show that expert teachers employ less classroom discourse so as to provide students with more opportunities for language output.At the same time,expert teachers are more professional than novice teachers in discourse structures,which is mainly shown in the flexibility of turn taking and the diversity of meaning negotiation.The study aims to help teachers develop interactional competence,which would create a more engaged,lively and dynamic classroom.Also,it can provide relevant and useful knowledge for junior high English teachers to enhance their sustainable professional development.