摘要
自20世纪70年代,西方已有不少学者开始致力于教师行为的重要表现形式教师话语的研究。教师在语言教学中起主导作用,而教师话语又是教师实施教学的最主要、最直接手段。教师话语的重要性不仅体现在课堂组织上,同时体现在学生的语言习得过程中,其数量和质量会影响甚至决定课堂教学的成败。
随着我国大学英语教学改革的深入,教师话语重要性日益凸显,但国内对大学英语课堂教师话语的实证研究却相对滞后。本文作者就是想从实证研究的角度,发掘现实英语课堂中教师话语的有效运用,从而为大学英语教学提供一些借鉴。
本文主要由六部分组成。第一章讲述了大学英语教学现状、作者研究的目的与意义。第二章则叙述了教师话语的概念、特征和作用,同时回顾了国内外对教师话语的相关研究。第三章为本研究的支撑理论:Krashen的输入假说与情感过滤假说、Bandura的自我效能理论和Samovar等人的非言语行为理论。第四章提出了研究的目的与问题,作者从不同省份的20所大学选择了20名受学生欢迎的教师课堂录像,以观察,文字记录,数据统计的方式对教师话语的两种表现形式言语行为与非言语行为进行数据统计。学生调查问卷则在周星、周韵(2002)所作的调查问卷的基础上进行改编,归类和添加,并对161名建艺,计算机,机械三个专业的西华大学学生进行调查,主要用于调查学生对课堂中对教师话语的数量,速度,等待时间,提问形式,反馈以及教师的面部表情,眼神交流,教师位置的要求。根据录像分析数据,作者发现了这些优秀教师在教师话语课堂运用中的一些共同之处,而这些共同之处与学生问卷调查所得的分析数据是一致的。第五章结合数据分析提出了教师话语的采用原则,并提出了几项教学建议,希望对大学英语教学有所助益。第六章表明了由于教师录像数量有限以及问卷调查的学生都属同一所大学,数据分析的结果无法完全精确的局限;同时,随着多媒体教学的广泛应用改变了传统的教学课堂,作者指出如何灵活使用多媒体教学改进教师话语取得更好的教学效果则会成为必然的研究趋势。
Since the 1970s, some western scholars have devoted themselves to the research of teacher talk, the important manifestation of teacher behavior. Teachers play a leading role in language teaching, and teacher talk is the most important, direct means to implement teaching. The importance of teacher talk is embodied not only in the classroom organization but also in the student's language learning process, and its quantity and quality will affect or even determine the success of classroom teaching.
With the reform of college English in China, the importance of teacher talk has become increasingly prominent, but the domestic empirical research on teacher talk in college English classrooms has relatively lagged behind. The author of this dissertation wants to explore the effective use of teacher talk in real English classrooms from the empirical perspective so as to provide some references to college English teaching.
This paper consists of six parts. The first chapter describes the present condition of college English teaching and the purpose and significance of the study. The second chapter states the concepts, characteristics and functions of teacher talk while it also reviews the related researches on teacher talk at home and abroad. The third chapter lists the theoretical support of this study: Krashen's Input Hypothesis and Affective Filter Hypothesis, Bandura's Self-efficacy Theory and Samovar and others’nonverbal behavior theory. The fourth chapter presents the research purpose and questions, and the author selects 20 teachers’classroom videos of 20 universities in different provinces and takes data statistics on the verbal behavior and nonverbal behavior of teacher talk by means of observing, word recording and statistics processing. Based on the questionnaire of Zhou Xing and Zhou Yun (2002), the author has made some adaption, classification and addition and conducted investigation among 161 students majoring Architectural Art, Computer Science and Machinery of Xihua University. The questionnaire is mainly used to investigate the students’requirements for teacher talk in the aspects of amount, speed, waiting time, question, feedback, facial expression, eye contact and position. According to the videos, the author finds some points in common on teacher talk which is consistent with those of student questionnaire. The fifth chapter presents the principles of choosing teacher talk and puts forward several suggestions for improving college English teaching based on the analyzed data. The sixth chapter shows that since a limited number of teacher videos are applied and the investigated students are from the same university, the data analysis results can not be completely accurate. What’s more, since the extensive use of multimedia has changed the traditional classrooms, the author notes that how to flexibly use multimedia to improve teacher talk to reach better teaching results will become an inevitable research trend.
引文
Allwright, D. 1975. Problems in the Study of the Teacher’s Treatment of Learner Error. In Burt, M. & Dulay, H. (eds.), On TESOL’75: New Directions in Second Language Learning, Teaching, and Bilingual Education.
Allright, R. 1984. The Importance of Interaction in Classroom Language Teaching. Applied Linguistics. (5): 156-171.
Argyle, Michael. 1988. Bodily Communication. New York: Chandler. Allwright, D. & Bailey, K. M. 1991. Focus on the Language Classroom: An Introduction to Classroom
Research for Language Teachers. Cambridge: Cambridge University Press. Allright, D. & Bailey, K. M. 1991. Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers. Cambridge: CUP.
Arnold, J. 2000. Affect in Language Learning. Cambridge: Cambridge University Press, 2000.
Anderson, M. R. 2001. An Examination of Nonverbal Cues Used by University Professors When Delivering Instruction in a Two-way Video Classroom. Retrieved 10 August, 2010 from http://scholar.lib.vt.edu/theses/available/etd-12072001-101132/.
Bandura, A. & Walters, R. H. 1963. Social Learning and Personality Development. New York: Holt, Rinehart and Winston.
Bandura, A. 1977. Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review. 84(2): 191-215.
Burgoon, J. K. & Saine, T. 1978. The Unspoken Dialogue: An Introduction to Nonverbal Communication. Boston: Houghton Mifflin Company.
Bower, R. L. 1980. A Study in Nonverbal Behavior: the Influence of an Instructor’s Posture on Student Task Performance. International Journal of Instructional Media. (7): 257-267.
Brophy, J. E. 1981. Teacher Praise: A Functional Analysis. Review of Educational Research. 51. Bandura, A. & Schunk, D. H. 1981. Cultivating Competence, Self-efficacy, and Intrinsic Interest through Proximal Self-motivation. Journal of Personality and Social Psychology. (41): 586-598.
Bandura, A., Reese, L. & Adams, N. E. 1982. Microanalysis of Action and Fear Arousal as a Function of Differential Levels of Perceived Self-efficacy. Journal of Personality and Social Psychology. (43): 5-21.
Bandura, A. 1986. Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. 1994. Self-efficacy. In Ramachaudran, V. S. (Ed.), Encyclopedia of human behavior. New York: Academic Press. (4): 71-81.
Bandura, A. 1997. Self-efficacy: The Exercise of Control. New York: W. H. Freeman.
Boyd, F. D. 2000. Non-verbal Behaviors of Effective Teachers of At-risk African-American Male Middle School Students. Retrieved 8 August, 2010 fromhttp://scholar.lib.vt.edu/theses/available/etd-04282000-16200048/unrestricted/dissertation.pdf.
Babad, E., Babad, D. A. & Rosenthal, R. 2004. Prediction of Students’Evaluations from Brief Instances of Professors’Nonverbal Behavior in Defined Instructional Situations. Social Psychology of Education. (7): 3-33.
Chaudron, C. 1983. Foreigner Talk in the Classroom-An Aid to Learning. In Seliger, H. W. & Long, M. H. (eds.), Classroom language acquisition and use: New Perspectives. Towley, MA: Newbury House. 127-145.
Chaudron, C. 1983. Second Language Classroom: Research on Teaching and Learning. Cambridge: CUP.
Chaudron, C. 1988. Second Language Classrooms. Cambridge: Cambridge University Press.
Chaudron, C. 1988. Second Language Classrooms: Research on Teaching and Learning. Cambridge: Cambridge University Press.
Chaudron, C. 1988. Second Language Classrooms: Research on Teaching and Learning. Cambridge: Cambridge University Press.
Cooper, P. J. 1988. Speech Communication for the Classroom Teacher. Corsuch Scarisbrick Press.
Cyxomjnhcknn, B. A. 1989. One Hundred Recommendations for Teachers. Beijing: People's Education Press
Crooke, G. S. 1993. Gass (eds.), Tasks in a Peddgogical Contest: Intergrating Theory and Practice. Cevedon: Multilingual Matters.
Cooper, P. J. & Simonds, C. 1999. Speech Communication for Classroom Teacher (6th Ed.). Boston: Allyn and Bacon.
Dulay, H. & Burt, M. 1977.‘Remarks on Creativity in Language Acquisition’in Burt, M., Dulay, H. &
Finocchiaro, M. (eds.), Viewpoints on English as a Second Language. New York: Regents.
Darwin, Charles. 1899. The Expression of Emotion in Man and Animals. NEW YORK D. APPLETON AND COMPANY.
Derwing, T. 2001. What speaking rates do non-native listeners prefer. Applied Linguistics.
Ekman, P. & Friesen, W. V. 1975. Unmasking the Face: A Guide to Recognizing Emotions from Facial Clues. Englewood Cliffs, NJ: Prentice-Hall.
Ehninger, D., Monroe, A. & Grusbeck. 1978. Principles and Types of Communication (8th Ed.). Glenview, IL: Scott Foresman.
Ellis, R. 1985. Understanding Second Language Acquisition. Oxford: Oxford University Press.
Early, Margaret. 1985. Input and Interaction in Content Classrooms: Foreigner Talk and Teacher Talk in Classroom Discourse. Unpublished Ph. D. dissertation. Los Angeles: California University.
Edge, J. 1989. Mistakes and Correction. London: Longman.
Ellis, R. 1990. Instructed Second Language Acquisition. Oxford: Blackwell.
Ellis, R. 1994. The Study of Second Language Acquisition. Oxford: Oxford University Press.
Flanders, N. A. 1963. Help Teachers Change Their Behavior. Michigan: University of Michigan.
Flanders, N. A. 1970. Analyzing Teacher Behavior. NY: Aeesion Wesley.
Fanselow, J. 1977a. Beyond RASHOMON- Conceptualizing and Describing the Teaching Act. TESOL Quarterly. (11): 17-39. In Jamila Boulima. 1999. Negotiated Interaction in Target Language Classroom Discourse. John Benjamins Publishing Company.
Fillmore, W. L. 1985. When does Teacher Talk Work as Input? In S. Gass and C. Madden (eds.), Input in Second Language Acquisition. Rowley, MA: Newbury House.
Grant, B. M. & Hennings, D. G. 1971. The Teacher Moves: An Analysis of Nonverbal Activity. New York: Teachers College Press.
Gower, R. & Walters, S. 1983. A Teaching Practice Handbook. London: Heinemann Educational Books. Gregg, K. 1984.‘Krashen’s Monitor and Occam’s Razor’. Applied Linguistics. (5): 79-100.
Genelle, G. M. 1986. Kinesics and Cross-cultural Understanding. Culture Bound. London Cambridge University Press.
Hall, E. T. 1966. The Hidden Dimension. New York: Doubleday.
Holland, R. & Shortall, T. 1997. Classroom Research and Research Methods. Birmingham: The Center for English Language Studies. (2): 227.
Knapp, M. 1978. Nonverbal Communication in Human Interaction (2nd Ed.), Austin: Holt, Rinehart & Winston.
Krashen, S. 1981. Second Language Acquisition and Second Language Learning. Oxford: Pergamon.
Krashen, S. 1982. Principles and Practice in Second Language Acquisition. Oxford: Pergamon.
Krashen, S. D. 1982. Principles and Practice in Second Language Acquisition. New York: Pergamon Press Ltd.
Krashen, S. 1985. The Input Hypothesis: Issues and Implications. New York: Longman Inc.
Krashen, S. D. 1985. The Input Hypothesis: Issues and Implications. New York: Longman House Inc.
Kelch, K. 1985. Modified Input as an Aid to Comprehension. Studies in Second Language Acquisition. 7(1): 81-90.
Kasper, G. 1986. Learning, Teaching and Communication in the Foreign Language Classroom. Aarhus: Aarhus University Press.
Knapp, M. & Hall, J. 1992. Nonverbal Communication in Human Interaction (3rd Ed). New York: Forth Worth, TX: Harcourt Brace.
Long, M. H. & Sato, C. J. 1983. Classroom Foreigner Talk Discourse: Forms and Functions of Teachers’Questions. Seliger, H. W. & Long, M. H. (eds.), Classroom Oriented Research in Second Language Acquisition. Mass.: Newbury House. 268-285.
Long, M. H. 1985. A Role for Instruction in Second Language Acquisition: Task-based Language Teaching. In Hyltenstam, K. & Pienemann, M. (eds.), Modeling and Assessing Second Languages Acquisition. Clevedon, England: Multilingual Matters.
Leathers, D. G. 1986. Successful Nonverbal Communication: Principles and Application. New York: Macmillan.
Moskowitz, G. 1968. The Effects of Training Foreign Teachers in Interaction Analysis. Foreign Language Annals. (1): 218-235.
Moskowitz, G. 1971. Interaction Analysis: A New Modern Language for Supervisors. Foreign Language Annals. (5): 211-221.
Mehrabian, A. 1971. Silent Messages. Belmont, CA: Wadsworth.
Mehrabian, A. 1972. Nonverbal Behavior. New York: Aldine Atheton.
Miller, P. W. 1981. Nonverbal Communication. Washington D. C.: National Education Association.
Malandro, Barker et al. 1989. Nonverbal Communication (2nd Ed.), Newbery Award Records.
Moore, K. D. 1992. Classroom Teaching Skills. New York: McGraw Hill Inc.
McDonough, J. & Shaw, C. 1993. Materials and Methods in ELT. Oxford: Blackwell. 271.
Nunan, D. 1990. Action Research in the language classroom. In Richards, J. & Nunan, D. (eds), Second Language Teacher Education. Cambridge: Cambridge University Press.
Nunan, D. 1991. Language Teaching Methodology: A Textbook for Teachers. Englewood Cliffs, NJ: Prentice Hall.
Pica, T. & Long, M. H. 1986. The Linguistic and Conversational Performance of Experienced and Inexperienced Teachers. In Day, R. R. (eds), Talking to Learn: Conversation in Second Language Acquisition. Rowley, Mass: Newbury House. 85-98. 63-90.
Parker, K. & Chaudron, C. 1987. The Effects of Linguistics Simplifications and Elaborative Modifications on L2 Comprehension. University of Hawaii Working Papers in ESL. 6(2).
Ruesch, Jurgen. & Kees, Weldon. 1956. Nonverbal Communication: Notes on the Visual Perception of Human Relations. Berkeley and Los Angeles: California University Press.
Richards, J. C. 1992. Longman Dictionary of Language Teaching & Applied Linguistics. Beijing: Foreign Language Teaching and Research Press.
Richards, Lockhart. 1994. Language and Communication. London: Longman. (19): 347.
Richards, J. 1998.“Textbooks: Help or Hindrance in Teaching”in J. Richards, Beyond Training: Perspective on Teacher Education? Cambridge: Cambridge University Press.
Richard, J. C. & Nunan, David. 2000. Second Language Teacher Education. Beijing: People’s Education Press. Selinker, L., Swain, M. & Dumas, G. 1975. The Interlanguage Hypothesis Extended to Children. Language Learning. (25): 139-191.
Smith, H. A. 1979. Nonverbal Communication in Teaching. Review of Educational Research. 49(4): 631-672.
Smith, H. A. 1984. Nonverbal Behavior Aspects of Teaching in Nonverbal Behavior. In Aaron Wolfgang (ed.),
Nonverbal Behavior: Perspectives, Applications, and Intercultural Insights. Lewistion, NY: C.J. Hogrefe. Sinclair, J. M. & Brazil, D. 1985. Teacher Talk. London: Oxford University Press.
Schunk, D. H. 1987. Peer Models and Children Behavioral Change. Review of Educational Research. 57(2): 149-174.
Samovar, L. A., Porte, R. E. & Stefani, L. A. 2000. Communication Between Cultures (3rd Ed.), Beijing: Foreign Language Teaching and Research Press.
West, M. 1955. Learning to Read a Foreign Language. London: Longman Press.
Willing, K. 1988. Learning Strategies in Adult Migrant Education. Adelaide: NCRC.
Wallace, J. M. 2000. Action Research for Language Teachers. Beijing: Foreign Language Teaching and Research Press.
Bi, Jiwan (毕继万). 1999.《跨文化非语言交际》.北京:外语教学与研究出版社.
Chen, Han & Zhou, Guotao (陈寒,周国韬). 2008.自我效能感和归因的自我调节之理论背景及研究现状.《外语教学与研究-考试周刊》.
Huang, Guowen (黄国文). 2000.从以结果为中心到以过程为中心.《外语与外语教学》. (10): 1-9.
Hu, Xuewen (胡学文). 2000.教师话语的特征及功能.《山东外语教学》. (3): 39-43.
Hu, Qingqiu, Nicholson, Eden & Chen, Wei (胡青球,埃德·尼可森,陈炜). 2004.大学英语教师课堂提问模式调查与分析.《外语界》. (6): 22-27.
Hu, Shuzhen (胡淑珍). 1993.《课堂教学技能》.北京:团结出版社.
Jia, Yuxin (贾玉新). 1997.《跨文化交际学》.上海:上海外语教育出版社.
Lin, Ruchang (林汝昌). 1996.教学语言-一个仍有待研究的问题.《外语界》. (2).
Liu, Jiarong & Jiang, Yuhong (刘家荣,蒋宇红). 2004.英语口语课堂话语的调查与分析—个案研究.《外语教学与研究》. (4): 285-291.
Li, Xiulian (李秀莲). 2006.教师话语策略与学生交际能力的培养.《南昌大学学报(人文社会科学版)》. (4): 99-105.
Shu, Dingfang & Zhuang, Zhixiang (束定芳,庄智象). 2002.《现代外语教学—理论·实践与方法》. 上海:上海外语教育出版社.
Sun, yanyan (孙彦彦). 2009.大学英语课堂教师话语对于学习者输出地影响.山东师范大学.
Tang, Yanyu & Liu, Shaozhong (汤燕瑜,刘绍忠). 2003.教师语言的语用分析.《外语与外语教学》. (3): 19-23.
Wang, Yinquan (王银泉). 1999.第届国际英语教师协会( IATEFL)年会侧记.《外语界》. (1): 54-55.
Wang, Chuming (王初明). 2000.《应用心理语言学》.长沙:湖南教育出版社.
Wang, Xin & Mo, Junmiao (王昕,莫军苗). 2008.论教师教学语言的特点.《柳州师专学报》. (23: 3).
Xu, Ying (徐英). 2003.外语课堂教师礼貌情况调查分析.《外语教学与研究》. (1): 62-68.
Xian, Xiubin & Sun, Xiaoli (咸修斌,孙晓丽). 2007.自然模式亦或教学模式—基于大学英语优秀
教师课堂话语语料的分析.《外语与外语教学》. (5): 37-40.
Yang, Xueyan (杨雪燕). 2003.西方有关外语课堂过程研究综述.《外语教学》. (1): 57-61.
Zhao, Xiaohong (赵晓红). 1998.大学英语阅读课教师话语的调查与分析.《外语教学与研究》. (2): 17-22.
Zhang, Liangtian (张良田). 1999.《教学手段论》.湖南教育出版社.
Zhou, Xing & Zhou, Yun (周星,周韵). 2002.大学英语课堂教师话语的调查与分析.《外语教学与研究》. (1): 59-68.
Zeng, Qingmin (曾庆敏). 2004.大学英语课堂教师话语模式与二语习得.《重庆邮电学院报(社会科学版)》. (6): 1-3.
Zhao, Chen (赵晨). 2005.不同水平英语教学中的教师纠正反馈语—项基于语料库的研究.《解放军外国语学院学报》. (3): 35-39.
Zhou, Junping (周军平). 2006.教师话语与第二语言习得.《外语教学》. (3): 69-72.
Zuo, Guangxia & Wei, Jiangtao (左光霞,魏姜涛). 2008.论教师的课堂语言.《高等函授学报(哲学社会科学版)》. (21: 08).
Zhang, zhanjiu (张占久). 2009.浅谈课堂教学语言艺术的主要特征与要求.《辽宁师专学报(社会科学版)》. (62: 02).