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1.
教师话语是教师在外语课堂上组织和从事教学所使用的语言。由于缺乏英语语言学习的外部环境,教师话语就成为学生语言输入的主要来源。然而,在教学过程中,许多教师只重视教授的内容,不注重学生的可理解程度,这严重阻碍了学生的语言习得过程。本文探讨了教师话语与可理解性输入的关系,并提出了使教师话语更容易被理解的方式。 相似文献
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教师话语是学生在课堂上语言输入的重要组成部分,它在组织课堂教学和学习者语言习得过程中起着至关重要的作用,直接影响着学习者的语言输出。但长期以来很多教师并没有意识到自己的话语对学生输入、输出的影响及其在指导课堂交互中所起的作用。本文主要以克拉申的“可理解性语言输入”及斯万的“输出假说”为理论基础探讨了教师话语对语言输入与输出的影响。 相似文献
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浅谈英语教师话语的特征及使用原则 总被引：4，自引：0，他引：4
陈莉娜 《遵义师范学院学报》2005,7(3):60-62,86
教师话语是指教师在课堂上组织教学和传授知识所使用的语言.在国内第二语言课堂,由于学习者缺乏学习英语的自然环境,所以,教师话语就是学习者目的语输入的主要来源.作者首先探讨了英语教师话语在形式上和功能上的双重特征,然后指出为了合理有效地使用教师话语,教师应该遵循规范性、灵活性、交互性和艺术性这几大原则,以期使教师话语在第二语言课堂教学中发挥最佳效能. 相似文献
4.
教师话语贯穿于课堂教学的整个过程,不仅是教师完成教学计划的辅助工具,更是课堂语言输入的主要来源,在教师进行课堂教学及学生完成语言习得的过程中具有至关重要的作用。因此,开展教师话语研究具有重要的指导意义及实践价值。通过对上海市中等职业学校教师教学法改革交流评优活动参赛课(公共英语组)中评选出的优秀获奖课和未获奖课之间的教师话语进行对比分析,研究这两类课在教师话语方面的差异,从而揭示中职英语优质课教师话语的使用特点,并希望以此促使中职英语教师更多的关注并优化英语课堂上的教师话语,提高课堂教学质量。 相似文献
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高校英语教师话语不仅是二语习得者语言输入的源泉,且能调节师生关系.若将话语权力水平分为高、中、低三个层次,中等教师权力水平最有利于学生二语习得.由于社会、历史和文化因素的综合影响,无论教师如何降低其权力,都不能改变师生权力关系的本质. 相似文献
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大学英语课堂教师话语包含了丰富的态度资源,其出现频率不同,其中判断资源远远多于情感资源,积极资源多于消极资源。教师可以通过合理运用话语中的态度资源来实现更好的教学效果,这不但丰富了评价理论在话语分析方面的应用,同时对英语教师合理利用话语资源提高教学效果有重要启示。 相似文献
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大学英语课堂教师话语对于教学的组织及学生的语言习得都是至为关键的,教学内容只有通过完美的教师话语的组织与传授才能达到理想的教学效果。了解情景语境理论的提出和发展过程有助于广大英语教师更加合理的使用课堂话语,使课堂话语成为一门真正的艺术。 相似文献
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Teacher talk and teacher-student classroom interaction have always been the central issue among the various classroom researches. Teacher talk is undoubtedly important in EFL(English as a foreign language) classroom in China. This paper attempts to discuss the features of teacher talk in EFL classroom, mainly of NNS(non-native speaker) teachers and the implications and suggestions of how to make teacher talk more appropriate and stimulative. 相似文献
9.
《校园英语(教研版)》2014,(24):6-7
The Input Hypothesis is the most important one of Krashen’s theories of second language acquisition.It attempts to explain how learners acquire a second language.On the basis of the Input Hypothesis,Krashen introduces the concept of comprehensible input and puts forward the"i+1"principle.Inspired by the Input Hypothesis teachers can make proper arrangements at the pre-listening,the while-listening and the after-listening stage to make sure that learners get comprehensible input and their linguistic competence improve. 相似文献
10.
George W. Chilcoat 《Instructional Science》1989,18(4):289-314
Teachers spend a considerable amount of classroom time talking to students. Much of this talk revolves around expository presentations of information. Teachers claim the reason for the quantity of teacher talk is to clarify instruction to students. However, discrepancies can exist between what teachers assume are the benefits of their talk and how students learn from such talk. To match students' abilities to learn, teachers must produce clearer instructional presentations. This article proposes the importance of structure in developing sound teacher expository presentations. Nine instructional behaviors based on correlational and experimental research during the past two decades are presented in the form of teacher guidelines to maximise precision and structure in teacher talk in order to facilitate student achievement. 相似文献
11.
教师话语是影响学生二语习得和大学英语教学成效的关键环节。在以学生为中心的交互式大学英语教学环境下,教师话语需要适应学生语言输入和输出的需求,在策略上做出调整。本文从课堂话语质量、师生话语权分享和课堂反馈评价方面分析了教师话语与二语习得的关系并对大学英语课堂教师话语的调整策略提出了针对性的建议。 相似文献
12.
徐立群 《四川教育学院学报》2005,21(11):34-35,39
意义磋商可以使学习者获得更多的可理解输入，可以推动学习者进行语言输出。教师应努力建立有利于师生之问、生生之问进行意义磋商的课堂互动模式。 相似文献
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Carole Bignell 《Literacy》2019,53(3):150-159
This study offers an insight into the experiences of three newly qualified English primary teachers and their pupils as they sought to develop dialogic teaching in lessons. It draws upon a range of literature from the field of classroom talk, with a particular focus on the work of Robin Alexander to underpin teacher/researcher professional discussion and analysis of periodic video recordings of talk in these classrooms. Supplemented by teacher interviews, the research examines the extent to which a dialogic approach to teacher professional development might facilitate teacher self‐evaluation as a means of developing a more dialogic classroom. In doing so, it seeks to exemplify key talk moves (dialogic bids) that these teachers used to open up dialogic spaces in lessons. The research concludes that raising teacher awareness of such talk moves through professional discussion and reflection upon teaching can provide teachers with a metacognitive resource for talking about and furthering dialogic teaching practices. 相似文献
15.
林培华 《福建教育学院学报》2012,(6):100-103
英语课堂教师话语既具有组织教学的功能,也是学生语言输入的一个重要来源。无论是作为组织教学活动的语言,还是作为语言输入,教师话语的真实性都不可或缺。英语教师课堂话语真实性是指情景、语言和内容的真实性;课堂话语真实性具有即时性、连贯性、目的性、可理解性等特点,且具有多种促学功能;课堂话语真实性的表现形式有口语化、协商性、反馈性和转换性等方面;在课堂教学中,教师应创设真实情景、促进语言输出,明确教学目的、力求话语真实,提高语言能力、确保内容真实。 相似文献
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为探索我国地方新建本科院校英语教师课堂话语的现状及特点,采用课堂录音、问卷调查相结合的自然调查法,对丽水学院外语学院4位英语教师的英语课从教师话语量、教师提问、交互调整特点、教师反馈等四个方面进行了客观的调查和分析,结果表明：教师话语量大于学生话语量;展示性问题多于参考性问题;教师使用最多的交互调整方式是理解核实,而不是确认核实,很少使用澄清请求;教师采用的大多是积极有效的反馈方式。 相似文献
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Annemarie H. Hindman Barbara A. Wasik Donald E. Bradley 《Early education and development》2019,30(4):478-495
Research Findings: This study examined how teacher–child conversations unfold during shared book reading in Head Start classrooms as well as the relations between that talk and children’s vocabulary learning. Book reading experiences in 27 Head Start classrooms were videotaped and coded for teacher talk, child responses, teacher follow-up remarks, and teacher wait time; we also assessed children’s vocabulary learning. Findings indicated that Head Start teachers infrequently asked open prompts or provided book-related comments; the predominant tool used in shared reading was the closed prompt. Teachers generally accepted 1 answer per question, and children’s answers were nearly always correct. Wait time was rarely observed. Across the sample, more child talk was predictive of stronger child vocabulary learning. For children with low initial vocabulary skills, learning was also linked to more expository comments by teachers. Practice or Policy: Findings help to map out the sequence of instructional events that make up preschool classroom conversations and provide insight into potential levers for improvement. 相似文献
18.
袁凤 《南昌教育学院学报》2013,(8):137+142
作为教师,怎样发展我们自己?首先必须要认识到当教师的重要性,其次才谈发展。美国帕墨尔在《教学勇气——漫步教师心灵》一书中说道:"在经历了若干年的教师工作之后,我得到了一个令人惶恐的结论,教学的成功和失败,‘我’是决定性的因素。我个人采用的方法和每天的情绪,是造成学习气氛和情境的主因。身为老师,我具有极大的力量能够让孩子们活得愉快或悲惨,我可以是制造痛苦的工具,也可能是启发灵感的媒介。我能让人丢脸,也能叫人开心,能伤人,也可以救人。" 相似文献
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姚数萍 《南昌教育学院学报》2012,(7):164-165,167
随着"以学生为中心"的主题教学模式的出现和逐步推广,众多一线教师与研究人员开始关注英语课堂上教师的言语行为对学生二语习得的影响和作用。本研究采用自然调查法对河南省两所新升本院校外语系精读课堂上的教师话语进行调查研究,从而分析英语精读课堂中教师话语的使用情况及存在的问题,为新生本院校的英语专业精读课程教学提供一定的参考。 相似文献
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鉴于教师语言在教学中,尤其是外语教学中的重要性,本文在言语行为理论框架的指导下对外语教学中的教师语言进行了分析讨论,并在调查结果的基础上从讲解语、提问语、评价语等方面提出了改进教师语言的合理建议。 相似文献