中国高职英语课堂中教师话语的性别差异研究
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摘要
教师话语在组织课堂教学和语言习得中起着重要的作用。它既是教师在课堂上向学生传输知识的主要途径,也是外语课堂中学习者获得可理解性目标语输入的主要来源。随着语言教学理论及第二语言习得理论的发展,教师话语受到了越来越多的关注,但是基于性别的教师话语研究很少。本文目的在于初探中国高职英语课堂中教师话语的性别差异,从而给男教师及女教师提出更加有针对性、更加有利于语言教学及二语习得的建议。
这是一篇关于中国高职英语课堂中教师话语的性别差异的实证研究。作者选取了中国高职英语课堂里的4位男教师及4位女教师为研究对象。通过对其课堂教学过程进行观察、录音并转写成文字材料的方式,研究男教师和女教师在话语量,提问,交互调整以及反馈四个方面的不同。研究结果发现,中国高职英语课堂中男教师和女教师在教师话语方面存在某些差异。
因此根据调查结果及学者们对教师话语的研究,作者首先在教师话语和语言教学方面分别给男教师及女教师建议。例如,男教师在教学过程中多使用能提高课堂交流的提问和交互调整,以及能提高学生积极性的有效的积极反馈等。女教师在教学过程中要注意减少自己的话语量增加学生的话语量来更有效的提高教学质量。
在本文研究高职英语课堂教师话语中,我们不但发现了男教师与女教师之间教师话语的差别,同时发现了男女教师话语中普遍存在的一些问题。由此作者基于学者们对教师话语的研究对教师话语提出四点综合建议:减少教师话语量,提高学生话语量;增加参考性问题,鼓励学生参与课堂互动;增加确认核实和澄清请求两种交互调整方式来促进意义协商;实行更加有效的积极反馈。通过这些建议提高教师话语及语言教学的质量,从而增加学生学习外语的信心和兴趣,更好地促进语言习得。
Teacher talk is of great importance for the English language teaching process and the second language acquisition. In EFL classrooms, teacher talk refers to the use of the language and the target language of the learner, which is adopted by the teacher. With the developments of theories of language teaching and second language acquisition, teacher talk has already attracted the scholars’and teachers’attention. But teacher talk related to gender differences in language is neglected by the researchers.
There are male and female teachers in Chinese senior vocational college English classrooms. Although in the classrooms the teachers should follow some regular speaking ways or form some formal characteristics, they definitely show different language features because they are social persons of different genders. These features may influence the atmosphere of the classes and the acquisition of the students. This thesis aims to find out whether there are gender differences of teacher talk or not and what these differences are between male teachers and female teachers in Chinese senior vocational college English classrooms.
This thesis is an empirical study to analyze gender differences on teacher talk in Chinese senior vocational college English classrooms in order to emphasize the importance of teacher talk and classroom interaction and also to make it more beneficial to learners. It introduces some observations and investigations of teacher talk in Chinese senior vocational college English classrooms, with focus on 4 male and female teachers separately. Then by comparing and analyzing four aspects: namely teacher talk time, question, interactional modification and feedback, the author concludes that there are differences of teacher talk between male and female teachers.
On the basis of the research results, some implications and suggestions on teacher talk to male and female teachers are put forward. For example, male teachers ought to apply more questions especially referential questions, more interactional modifications especially confirmation checks and clarification checks, and more positive feedbacks especially“praise plus appraisals”feedbacks during the teaching processes in Chinese senior vocational college English classrooms. And female teachers ought to maximize student talk time and minimize teacher talk time to make it more effective for the students’acquisition.
It’s necessary for teachers to cultivate awareness of gender differences on teacher talk. This can not only improve the teachers’teaching abilities, but also give the students more convenient and trusted environments for the second language learning and acquisition. The teachers should be alert to these gender differences on teacher talk and apply more favorable teacher talk methods to the teaching processes.
The research results also show some problems of teacher talk in the senior vocational college classrooms. There is a need for teachers to pay attention to the effectiveness of teaching methodology and techniques, such as how to decrease teacher talk time and increase student talk time, propose more referential questions, confirmation and clarification checks and“praise plus appraisals”feedbacks. The good commands of these methods will facilitate the teaching processes and the second language acquisitions.
这是一篇关于中国高职英语课堂中教师话语的性别差异的实证研究。作者选取了中国高职英语课堂里的4位男教师及4位女教师为研究对象。通过对其课堂教学过程进行观察、录音并转写成文字材料的方式,研究男教师和女教师在话语量,提问,交互调整以及反馈四个方面的不同。研究结果发现,中国高职英语课堂中男教师和女教师在教师话语方面存在某些差异。
因此根据调查结果及学者们对教师话语的研究,作者首先在教师话语和语言教学方面分别给男教师及女教师建议。例如,男教师在教学过程中多使用能提高课堂交流的提问和交互调整,以及能提高学生积极性的有效的积极反馈等。女教师在教学过程中要注意减少自己的话语量增加学生的话语量来更有效的提高教学质量。
在本文研究高职英语课堂教师话语中,我们不但发现了男教师与女教师之间教师话语的差别,同时发现了男女教师话语中普遍存在的一些问题。由此作者基于学者们对教师话语的研究对教师话语提出四点综合建议:减少教师话语量,提高学生话语量;增加参考性问题,鼓励学生参与课堂互动;增加确认核实和澄清请求两种交互调整方式来促进意义协商;实行更加有效的积极反馈。通过这些建议提高教师话语及语言教学的质量,从而增加学生学习外语的信心和兴趣,更好地促进语言习得。
Teacher talk is of great importance for the English language teaching process and the second language acquisition. In EFL classrooms, teacher talk refers to the use of the language and the target language of the learner, which is adopted by the teacher. With the developments of theories of language teaching and second language acquisition, teacher talk has already attracted the scholars’and teachers’attention. But teacher talk related to gender differences in language is neglected by the researchers.
There are male and female teachers in Chinese senior vocational college English classrooms. Although in the classrooms the teachers should follow some regular speaking ways or form some formal characteristics, they definitely show different language features because they are social persons of different genders. These features may influence the atmosphere of the classes and the acquisition of the students. This thesis aims to find out whether there are gender differences of teacher talk or not and what these differences are between male teachers and female teachers in Chinese senior vocational college English classrooms.
This thesis is an empirical study to analyze gender differences on teacher talk in Chinese senior vocational college English classrooms in order to emphasize the importance of teacher talk and classroom interaction and also to make it more beneficial to learners. It introduces some observations and investigations of teacher talk in Chinese senior vocational college English classrooms, with focus on 4 male and female teachers separately. Then by comparing and analyzing four aspects: namely teacher talk time, question, interactional modification and feedback, the author concludes that there are differences of teacher talk between male and female teachers.
On the basis of the research results, some implications and suggestions on teacher talk to male and female teachers are put forward. For example, male teachers ought to apply more questions especially referential questions, more interactional modifications especially confirmation checks and clarification checks, and more positive feedbacks especially“praise plus appraisals”feedbacks during the teaching processes in Chinese senior vocational college English classrooms. And female teachers ought to maximize student talk time and minimize teacher talk time to make it more effective for the students’acquisition.
It’s necessary for teachers to cultivate awareness of gender differences on teacher talk. This can not only improve the teachers’teaching abilities, but also give the students more convenient and trusted environments for the second language learning and acquisition. The teachers should be alert to these gender differences on teacher talk and apply more favorable teacher talk methods to the teaching processes.
The research results also show some problems of teacher talk in the senior vocational college classrooms. There is a need for teachers to pay attention to the effectiveness of teaching methodology and techniques, such as how to decrease teacher talk time and increase student talk time, propose more referential questions, confirmation and clarification checks and“praise plus appraisals”feedbacks. The good commands of these methods will facilitate the teaching processes and the second language acquisitions.
引文
Allwright, R. Classroom-centered Research on Language Teaching and Learning: A Brief Historical Overview [J]. TESOL Quarterly, 1983, (17).
Allwright, R. The Importance of Interaction in Classroom Language Learning [J]. Applied Linguistics, 1984, 5(2).
Allwright, D. Observation in the Language Classroom [M]. Londonongman, 1998. Allwright, D. & Bailey, K, M. Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers [M]. Cambridge: Cambridge University Press, 1991.
Barnes, D. From Communication to Curriculum [M]. Harmondsworth:Penguin, 1976. Brock, C. The Effect of Referential Questions on EFL Classroom Discourse [J]. TESOL Quarterly, 1986, (20).
Chaudron, C. Second Language Classrooms: Research on Teaching and Learning [M]. Cambridge: Cambridge University Press, 1988.
Coates, J. Women, Men and Language: A Sociolinguistic Account of Gender Differences in Language (2nd edition) [M].London: Longman, 1993.
Cook, V. Second Language Learning and Teaching [M].Beijing: Foreign Language Teaching and Research Press, 1996.
Cook, V. Second Language Learning and Language Teaching (2nd edition) [M]. Beijing: Foreign Language Teaching and Research Press, 2000.
Delamont, S. Interaction in the Classroom [M]. London: Methuen, 1976.
Dittmar, N. Sociolinguistics: A Critical Survey of Theory and Application [M]. London: Edward Arnold Ltd, 1976.
Ellis, R. Understanding Second Language Acquisition [M]. Oxford: Oxford University Press, 1985.
Ellis, R. Instructed Second Language Acquisition: Learning in the Classroom [M]. Oxford: Basil Blackwell, 1990.
Ellis,R.1991. Understanding Second Language Acquisition [M]. Oxford: Oxford University Press, 1991.
Ellis, R. The Study of Second Language Acquisition [M]. Shanghai: Shanghai Foreign Language Education Press, 1994.
Flanders, N. A. Analyzing Teaching Behavior [M]. New York: John-Wiley, 1970.
Foley. Anthropological Linguistics: An Introduction [M]. Beijing: Foreign Language Teaching and Research Press, 2001.
Hakanson, G. Quantitative Studies of Teacher Talk [A]. Learning, Teaching and Communication in the Foreign Language Classroom [C]. Aarhus: Aarhus University Press, 1986.
Harmer, J. How to Teach English [M]. Beijing: Foreign Language Teaching and Research Press, 2000.
Higgs T. R. Clifford. The Push toward Communication [A]. T Higgs(Ed.). Curriculum, Competence, and the Foreign Language Teacher [C]. Skokie IL. National Textbook Company, 1982.
Holmes, J. Women Men and Politeness [M]. London and New York: Longman, 1995.
Jack C. Richards & Charles Lockhart. Reflective Teaching in Second Language Classrooms [M]. Cambridge: Cambridge University Press, 1996.
Krashen, S. Second Language Acquisition and Second Language Learning [M]. Oxford: Pergamon, 1981.
Krashen, S. Principles and Practices in Second Language Learning [M]. Oxford: Pergamon, 1982.
Krashen, S. The Input Hypothesis: Issues and Implication [M]. London: Longman, 1985.
Lakoff, R. Language and Women's Place [M]. New York: Harper & Row, 1975.
Long, M. Native Speaker/Non-native Speaker Conversation in the Second Language Classroom [J]. In Clarke, M. and Handscombe, J. editors, On TESOL'82: PacificPerspective on Language Learning and Teaching. Washington, D.C: TESOL, 1983b.
Long, M. Native Speakers/Non-native Speakers Conversation and the Negotiation of Comprehensible Input [J]. Applied Linguistics.1983
Long, M. and Sato, C. Classroom Foreigner Talk Discourse: Forms and Functions of Teacher's Questions [M]. Rowley, MA: Newbury House, 1983.
Mary Underwood. Effective Class Management [M]. London, New York: Longman, 1987.
McCarthy, M. Discourse Analysis for Language Teachers [M]. New York: Cambridge University Press, 1991.
Moskowitz, G. 1968. The Effects of Training Foreign Language Teachers Interaction Analysis [J]. Foreign Language Annals 1/3:218-235, 1986.
Nunan, D. Action Research in the Language Classroom [M]. Cambridge: Cambridge University Press, 1990.
Nunan, D. Language Teaching Methodology: A Textbook for Teachers [M]. New York: Prentice Hall, 1991.
Penelope Eckert, Sally McConnell-Ginet. Language and Gender [M]. New York: Cambridge University Press, 2003.
Penny Ur. A Course in Language Teaching: Practice and Theory [M]. Cambridge: Cambridge University Press, 1996.
Pica, T. & C. Doughty. The Impact of Interaction on Comprehension [J].TESOL Quarterly 21:737-758, 1987.
Pica, T. and Long, M. The Linguistic and Conversational Performance of Experienced and Inexperienced Teachers. In R.R. Day (Ed). Talking to Learn: Conversation in Second Language Acquisition. Rowley, Mass: Newburv House, 1986. Sapir, E. Language [M].商务印书馆,1985.
Sinclair, J. & Brazil, D. Teacher Talk [M]. Oxford: University Press, 1982.
Sinclair, J. & Coulthard, M. Towards an Analysis of Discourse [M]. Oxford: Oxford University Press, 1975.
Swain, M. Communicative Competence: Some Roles of Comprehensible Input and Comprehensible Output in its Development. In S. Gass & C. Madden (Eds.).
Input in Second Language Acquisition. Rowley, Mass.: Newbury House. 1985.
Tannen, D. You Just Don't Understand [M]. New York: Ballantine Books, 1990.
Tsui, A. B. Classroom Interaction [M] .London: Penguin, 1995.
Widdowson, H.G. Teaching Language as Communication [M]. Oxford: Oxford University Press, 1983.
胡学文.教师话语的特征及功能[J].山东:山东外语教学,2003,第3期.
蒋宇红.英语课堂教师话语的调查与分析[D].重庆:西南师范大学,2003.
廖莎莎.克拉玛依中学英语教师课堂话语调查与分析[D].新疆:新疆大学,
刘润清、韩宝成.《语言测试和它的方法》(修订版)[M].北京:外语教学与研究出版社,2000.
刘润清、胡壮麟《.外语教学中的科研方法》[M].北京:外语教学与研究出版社,1999.
王欣欣.初中英语课堂教师话语与课堂互动的研究[D].辽宁:辽宁师范大学,2006.
邱玉华.教师用语与课堂二语教学[D].重庆:重庆大学,2003.
王银泉.教学方法和非语言因素对英语教学的影响[J].外语教学与研究,1999.
赵永梅.第二语言课堂教师话语研究[D].辽宁:辽宁师范大学,2004.
赵晓红.大学英语阅读课教师话语的调查与分析[J].外语界,1998 (2).
张凌坤.教师话语及其对学习者输出的影响[D].吉林大学,2004.
周星、周韵.大学英语课堂教师话语的调查与分析[J].外语教学与研究,2002(1).
Allwright, R. The Importance of Interaction in Classroom Language Learning [J]. Applied Linguistics, 1984, 5(2).
Allwright, D. Observation in the Language Classroom [M]. Londonongman, 1998. Allwright, D. & Bailey, K, M. Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers [M]. Cambridge: Cambridge University Press, 1991.
Barnes, D. From Communication to Curriculum [M]. Harmondsworth:Penguin, 1976. Brock, C. The Effect of Referential Questions on EFL Classroom Discourse [J]. TESOL Quarterly, 1986, (20).
Chaudron, C. Second Language Classrooms: Research on Teaching and Learning [M]. Cambridge: Cambridge University Press, 1988.
Coates, J. Women, Men and Language: A Sociolinguistic Account of Gender Differences in Language (2nd edition) [M].London: Longman, 1993.
Cook, V. Second Language Learning and Teaching [M].Beijing: Foreign Language Teaching and Research Press, 1996.
Cook, V. Second Language Learning and Language Teaching (2nd edition) [M]. Beijing: Foreign Language Teaching and Research Press, 2000.
Delamont, S. Interaction in the Classroom [M]. London: Methuen, 1976.
Dittmar, N. Sociolinguistics: A Critical Survey of Theory and Application [M]. London: Edward Arnold Ltd, 1976.
Ellis, R. Understanding Second Language Acquisition [M]. Oxford: Oxford University Press, 1985.
Ellis, R. Instructed Second Language Acquisition: Learning in the Classroom [M]. Oxford: Basil Blackwell, 1990.
Ellis,R.1991. Understanding Second Language Acquisition [M]. Oxford: Oxford University Press, 1991.
Ellis, R. The Study of Second Language Acquisition [M]. Shanghai: Shanghai Foreign Language Education Press, 1994.
Flanders, N. A. Analyzing Teaching Behavior [M]. New York: John-Wiley, 1970.
Foley. Anthropological Linguistics: An Introduction [M]. Beijing: Foreign Language Teaching and Research Press, 2001.
Hakanson, G. Quantitative Studies of Teacher Talk [A]. Learning, Teaching and Communication in the Foreign Language Classroom [C]. Aarhus: Aarhus University Press, 1986.
Harmer, J. How to Teach English [M]. Beijing: Foreign Language Teaching and Research Press, 2000.
Higgs T. R. Clifford. The Push toward Communication [A]. T Higgs(Ed.). Curriculum, Competence, and the Foreign Language Teacher [C]. Skokie IL. National Textbook Company, 1982.
Holmes, J. Women Men and Politeness [M]. London and New York: Longman, 1995.
Jack C. Richards & Charles Lockhart. Reflective Teaching in Second Language Classrooms [M]. Cambridge: Cambridge University Press, 1996.
Krashen, S. Second Language Acquisition and Second Language Learning [M]. Oxford: Pergamon, 1981.
Krashen, S. Principles and Practices in Second Language Learning [M]. Oxford: Pergamon, 1982.
Krashen, S. The Input Hypothesis: Issues and Implication [M]. London: Longman, 1985.
Lakoff, R. Language and Women's Place [M]. New York: Harper & Row, 1975.
Long, M. Native Speaker/Non-native Speaker Conversation in the Second Language Classroom [J]. In Clarke, M. and Handscombe, J. editors, On TESOL'82: PacificPerspective on Language Learning and Teaching. Washington, D.C: TESOL, 1983b.
Long, M. Native Speakers/Non-native Speakers Conversation and the Negotiation of Comprehensible Input [J]. Applied Linguistics.1983
Long, M. and Sato, C. Classroom Foreigner Talk Discourse: Forms and Functions of Teacher's Questions [M]. Rowley, MA: Newbury House, 1983.
Mary Underwood. Effective Class Management [M]. London, New York: Longman, 1987.
McCarthy, M. Discourse Analysis for Language Teachers [M]. New York: Cambridge University Press, 1991.
Moskowitz, G. 1968. The Effects of Training Foreign Language Teachers Interaction Analysis [J]. Foreign Language Annals 1/3:218-235, 1986.
Nunan, D. Action Research in the Language Classroom [M]. Cambridge: Cambridge University Press, 1990.
Nunan, D. Language Teaching Methodology: A Textbook for Teachers [M]. New York: Prentice Hall, 1991.
Penelope Eckert, Sally McConnell-Ginet. Language and Gender [M]. New York: Cambridge University Press, 2003.
Penny Ur. A Course in Language Teaching: Practice and Theory [M]. Cambridge: Cambridge University Press, 1996.
Pica, T. & C. Doughty. The Impact of Interaction on Comprehension [J].TESOL Quarterly 21:737-758, 1987.
Pica, T. and Long, M. The Linguistic and Conversational Performance of Experienced and Inexperienced Teachers. In R.R. Day (Ed). Talking to Learn: Conversation in Second Language Acquisition. Rowley, Mass: Newburv House, 1986. Sapir, E. Language [M].商务印书馆,1985.
Sinclair, J. & Brazil, D. Teacher Talk [M]. Oxford: University Press, 1982.
Sinclair, J. & Coulthard, M. Towards an Analysis of Discourse [M]. Oxford: Oxford University Press, 1975.
Swain, M. Communicative Competence: Some Roles of Comprehensible Input and Comprehensible Output in its Development. In S. Gass & C. Madden (Eds.).
Input in Second Language Acquisition. Rowley, Mass.: Newbury House. 1985.
Tannen, D. You Just Don't Understand [M]. New York: Ballantine Books, 1990.
Tsui, A. B. Classroom Interaction [M] .London: Penguin, 1995.
Widdowson, H.G. Teaching Language as Communication [M]. Oxford: Oxford University Press, 1983.
胡学文.教师话语的特征及功能[J].山东:山东外语教学,2003,第3期.
蒋宇红.英语课堂教师话语的调查与分析[D].重庆:西南师范大学,2003.
廖莎莎.克拉玛依中学英语教师课堂话语调查与分析[D].新疆:新疆大学,
刘润清、韩宝成.《语言测试和它的方法》(修订版)[M].北京:外语教学与研究出版社,2000.
刘润清、胡壮麟《.外语教学中的科研方法》[M].北京:外语教学与研究出版社,1999.
王欣欣.初中英语课堂教师话语与课堂互动的研究[D].辽宁:辽宁师范大学,2006.
邱玉华.教师用语与课堂二语教学[D].重庆:重庆大学,2003.
王银泉.教学方法和非语言因素对英语教学的影响[J].外语教学与研究,1999.
赵永梅.第二语言课堂教师话语研究[D].辽宁:辽宁师范大学,2004.
赵晓红.大学英语阅读课教师话语的调查与分析[J].外语界,1998 (2).
张凌坤.教师话语及其对学习者输出的影响[D].吉林大学,2004.
周星、周韵.大学英语课堂教师话语的调查与分析[J].外语教学与研究,2002(1).