改进初中英语实习教师课堂话语的行动研究本科7934624.doc
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1、SCHOOL OF FOREIGN STUDIES SOUTH CHINA NORMAL UNIVERSITY An Action Research of Improving a Junior English Pre-service Teachers Teacher Talk 改进初中英语实习教师课堂话语的行动研究改进初中英语实习教师课堂话语的行动研究 by He Guijing 20110201139 A senior thesis submitted to School of Foreign Studies, South China Normal University in partial
2、 fulfillment of the requirements for the degree of Bachelor of Arts MARCH, 2015 Declaration of Authorship I declare that this senior thesis is my own original work. I have already read the SCNUs policy on plagiarism. No part of this senior thesis has been or is being concurrently submitted for any o
3、ther qualification at any other university. I certify that the data collected for this senior thesis is authentic. I fully understand that falsification of data will result in the failure of the thesis. Name: _ Signature: _ Date: _ An Action Research of Improving a Junior English Pre-service Teacher
4、s Teacher Talk _ I ABSTRACT Teacher talk (TT for short) is not only a tool for teachers to conduct teaching plan, but also a significant source for students language input. Therefore, teacher talk plays a crucial part in organizing classroom teaching and the process of language acquisition of learne
5、rs. The targets for most of the researches that have been conducted on teacher talk are all about in-service English teachers, but little about pre-service teachers. It is universally acknowledged that the pre-service teachers in normal universities are not senior learners of English, but also new t
6、eachers who lack teaching experience. Therefore, the research of teacher talk on student teacher embodies great significance. Guided by the Input Hypothesis, Output Hypothesis, Interactive Hypothesis, the present study is conducted to analyze the TT based on the author herself During four months of
7、action research, a series of methods, like questionnaires, interview and interpreting the teacher talk and so on, are used. This thesis has great significance both in improving the teacher talk of the author herself and making preparation for the later teaching. The result shows that 1) Task-Based L
8、anguage Teaching is useful in English class teaching, which enable to incite students to take part in the classroom activities. 2) Instructional words, as one of the vital parts of TT, play an important part in connecting the exchanges in the teaching steps. By using instructional words, teacher can
9、 clearly illustrate the rules of some tasks, so students can finish those tasks without difficulty. 3) It is very important for teachers to interact with students, but not just talk to them. Therefore, it is very essential for teachers to train the way of questioning, and the questions or instructio
10、n that teachers give to students should be clear and straight to the point. 4) As a crucial part of teacher talk, appropriate teacher feedback can help students master the target language. By using the appropriate teacher feedback, teachers can stimulate students motivation on study. 5) The improvem
11、ent of teacher talk can have positive result on the students scores. The present study is only a tentative one and there are still some limitations. Some other proposals are needed to put forward so as to trigger more valuable contributions in this field Key words: teacher talk; action research; fou
12、r principles of TT by Cheng Xiaotang An Action Research of Improving a Junior English Pre-service Teachers Teacher Talk _ II 中文摘要 教师话语不仅是教师执行教学计划的工具,而且是学生知识输入的重要来 源,因此教师话语在教师课堂组织和学生语言习得中起着至关重要的作用。以 往的教师课堂话语研究大都是针对在职英语老师的课堂话语,很少涉及高校英 语教育专业实习生的课堂话语。英语教育专业的实习生是特殊的英语使用者群 体,既是高级阶段的英语学习者,又是新手英语教师。因此,研究英语实
13、习教 师的课堂话语具有重要意义。 本人在实习期间担任广州市长兴中学的代课老师,代课时间为四个月。本 研究以本人为研究对象,以 Krashen 的输入假设、Swain 的输出假设和 Long 的 交互假设为理论依据,通过问卷调查、访谈和课堂录音转录等研究方法,进行 为期四个月的教师话语特征的行动研究,探讨自己作为实习教师的课堂话语特 征,从而改善自己的教师话语,为今后的教学做准备。 本研究得出的结论是:1)任务型教学法有利于提高教师话语,同时为学生 提高真实的语境和与学生更好的互动交流。2)指令语作为教师用语非常重要的 部分,是教学流程中联系师生交流的纽带。通过教师指令语的正确使用,教师 可以准
14、确无误的传达活动指令。3)在使用教师话语中,教师应该多跟学生互动, 而不是自己讲,要给学生足够的时间表达自己的想法或观点。4)适当的教师反 馈有利于激励学生学习,从而提高学生兴趣。5)教师话语的提高可以激发学生 的学习动机,同时提高学生的学习成绩。 本研究从结果中得到的启示是:该研究仅为尝试性研究、仍存在一定的局 限性,期待相关领域的学者专家的深入探讨。 关键词关键词:教师课堂话语;行动研究;程晓堂教师话语分析四原则 An Action Research of Improving a Junior English Pre-service Teachers Teacher Talk _ III
15、Table of Contents ABSTRACT I 中文摘要中文摘要.II Chapter One Introduction.1 1.1 Research Background1 1.2 Purpose and Significance of the Research.1 1.3 Organization of the Thesis 2 Chapter Two Literature Review.3 2.1 Teacher Talk.3 2.2 Studies on TT Abroad5 2.3 Studies on TT At Home.5 2.4 Summary.6 2.5 Comp
16、rehensible Input Hypothesis.7 2.6 The Comprehensible Output Hypothesis.8 2.7 The Interactive Hypothesis .8 2.8 Summary.9 Chapter Three Research Design.10 3.1 Action Research10 3.2 Participants.10 3.3 Procedures 10 Chapter Four Implementation and Data Analysis12 4.1 Putting Forward of Problem.12 4.2
17、Implementation and Data Analysis13 Chapter Five Result and Discussion.20 5.1 Measures That Are Carried Out to Improve TT20 5.2 Practice Makes Perfect20 5.3 Motivation.21 Chapter Six Conclusion.22 6.1 Major Findings.22 6.2 Limitations of the Study and Future Direction of the Topic23 Appendix I 24 App
18、endix II.27 References.29 ACKNOWLEDGEMENT.31 An Action Research of Improving a Junior English Pre-service Teachers Teacher Talk _ 1 Chapter One Introduction 1.1 Research Background English curriculum standard for compulsory education showed that, English, as the one of the widely spoken language aro
19、und the world, has been a very important tool for international connection and communication of technology and culture (The ministry of education, 2003). Meanwhile, opening English course in the stage of compulsory education has a great significance to the future development of teenagers. As the mai
20、n tool for students to learn English, English class plays an important part in students English learning. They spend most of time learning English in class. Therefore, we cast a great demand for teachers teaching, as well as teacher talk, as it is the main way for teachers to impart his knowledge to
21、 students. In English class, English is not only the target language that students have to learn, but also as a crucial tool in teachers teaching, thus teacher talk in the limited time of junior English teaching is very important for learners English learning. Teacher controls what goes on in the cl
22、assrooms primarily through their use of language. Using language properly in teaching, for example, being authentic, interactive, logic and normative in teacher talk can attract and influence students, making the class atmosphere become very active and improve the learning interest of students. At t
23、he same time, if teachers use target language to provide language input, they can foster their students the ability of using language. The study on teacher talk boomed in western countries in the 1980s, while in China, the related research began relatively late, which is from about 1998. 1.2 Purpose
24、 and Significance of the Research Why should the author conduct a research on teacher talk of hers? First of all, when the author had her internship at Changxin middle school in Guangzhou, she found that she had difficulty in making herself understood. She tried hard to use English to explain for st
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