高中英语课堂师生互动话语模式研究

作为外语课堂教学中不可或缺的一部分,师生互动话语研究一直是二语习得领域内的一个热门话题。英国的伯明翰学派从整体的角度探索了师生互动话语,发现I-R-F模式是课堂中师生互动话语的基本结构。而美国的民俗方法论者从微观的会话分析入手,提出了话轮转换机制。作为一种动态的,特殊情境下的互动话语,师生互动话语既有着一定的结构特征,又有微观的互动机制。

英国巴斯大学英语口语课堂师生互动话语分析

如何通过课堂教学提高学生的交际能力是我国英语教育亟待解决的问题。本文以英国名校巴斯大学语言教学中心组织的英语口语课程为例,根据课堂教学实录,以建构主义、英语教学理论为基础,分析口语课堂师生互动的话语特征。数据主要来源于课堂录音,并以笔者的观察笔记为辅。通过对英国第二语言教学课堂对话的分析,为改进我国英语口语课堂设计、提高学生的目标语言口语能力、辅助学生运用第二语言开展社交活动等提供参考。

促进深度学习的师生话语互动结构的重建

深度学习是话语互动的内化。深度学习需要高质量的师生话语互动,但是目前语类化的师生话语互动IRF(E)结构适合简单学习,阻碍了学生的深度学习。师生话语互动IRF(E)结构适应深度学习,关键在于改变目前师生话语互动IRF(E)结构的语类化性质,从师生话语互动目的、话语互动中的师生关系以及师生话语互动方式等三个维度重建话语秩序。促进深度学习的师生话语互动结构应是ID〔RF(I)〕。

促进深度学习的师生话语互动:特征与提升对策

深度学习需要高质量的师生话语互动,但目前占主导地位的课堂师生话语互动IRF(E)结构以及课堂话语互动环境不利于激励和支持学生的"高阶思维",不能满足深度学习的要求,因此进一步分析促进深度学习的师生话语互动的特征以及提出改进对策是非常必要的。以社会文化理论为基础,研究指出促进深度学习的师生话语互动是指为了解决一个问题、完成一个共同目标或者以某种方式构建共同理解而参与的一种协同性的、持续性的努力,具有延展性、探究性、互惠性、合作性与批判反思性等特征。提升促进深度学习的师生话语互动需要如下对策:重建教师角色,提升学生的话语互动能力,构建适切的课堂话语互动基本规则以及精心设计课堂话语互动任务等。

师生互动中的话语沟通探析

一、语文教学中师生互动话语沟通的优势 1.通过师生互动话语沟通，引导学生进行高效学习。通过课堂上开展的师生互动以及师生间的话语沟通，教师可以细致地掌握学生对课堂知识的理解情况，同时加以适当的方法引导，让学生的学习更加高效。

Scaffolding in Teacher-Student Interaction:A Case Study in Two Oral English Classes in China

This paper reports a case study designed to understand classroom interactional processes in a Chinese university. The case study focuses on scaffolding in teacher-student interaction as well as the process of shifting the responsibility from the teacher to student. Our first aim was to determine how teacher-student interactions in two oral English classes were distributed, and our second aim was to determine how the two teachers perceive their roles in teacher-student interaction and how their perceptive differences were reflected in teacher-student interaction in their oral English classes. The data were collected through videotaping and an interview. Results show that distribution patterns of teacher-student interactions were mainly different in the two oral English classes, and the role perception differences of the two teachers were partly reflected in their teacher-student interaction. The study suggests that the process of shifting the responsibility from teacher to student is a complex process which demands great efforts from teachers as well as willingness from students.