微观教育生态学视角下大学英语教师话语功能的实证研究

摘要

在大学英语课堂生态系统中，教师话语(Teacher Talk，即TT)是教师行为的重要组成部分，在课堂教学中起着不可替代的作用。
　　本文以限定因子定律、花盆效应、生态位原理、耐度定律和最适度原则等生态学原理和建构主义、人本主义为理论基础，把大学英语课堂作为教育的主要场所，从微观教育生态学视角对大学英语课堂中教师话语的功能进行研究。本研究选取大庆师范学院大学英语一二年级部分教师和学生作为研究对象，开展了为期4个月的调查研究，目的是了解目前大学英语课堂中教师话语存在的问题，探讨大学英语生态课堂中教师话语应具备的功能和提高教师话语功能的措施。为了保证实验结果真实有效，本研究主要采取课堂录音、调查问卷和访谈等方式收集数据，共涉及8位老师各2学时的课堂录音，200份有效学生问卷，20份有效教师问卷和4位老师的访谈。本研究针对所获取的数据，从教师话语量、话语质量、教师提问、教师反馈和交互调整等维度进行了科学的分析，探讨并列举了大学英语课堂中教师话语存在的问题和大学英语生态课堂中教师话语应具备的功能。在此研究结果基础上，本文有针对性地提出了提高教师话语功能的措施，这些措施将对营造和谐的课堂生态环境，促进人的全面发展，构建可持续发展的大学英语生态课堂起到积极作用。
　　本研究扩展了教师话语研究的视野，在一定程度上丰富了英语教学的相关研究，有助于大学英语生态课堂的建立和教学质量的提高。

目录

声明

摘要

Abstract

Contents

I Introduction

1．1 Research Questions

1．2 Purpose of the Research

1．3 Significance of the Study

1．4 Structure of the Thesis

2 Literature Review

2．1 Definition and Main Research Category of Educational Ecology

2．2 Literature Review of Researches on Educational Ecology

2．2．1 Researches on Educational Ecology Abroad

2．2．2 Domestic Researches on Educational Ecology

2．3 Connotation of Ecological Classroom and Its Basic Characteristics

2．3．1 Constituent Elements of Classroom Ecological System

2．3．2 Connotation of Ecological Classroom

2．3．3 Bask Characteristies of Ecological Classroom

2．4 Definitions and Literature Review of Teacher Talk(TT)

2．4．1 Definitions of TT

2．4．2 Literature Review of Studies on TT Abroad

2．4．3 Literature Review of Studies on TT At Home

2．5 Literature Review of Studies on Functions of TT

2．6 Theoretical Basis of the Study

2．6．1 Related Principles of Educational Ecology

2．6．2 Constructivism

2．6．3 Humanism

3 Research Methodology

3．1 Subjects

3．2 Instruments

3．2．1 Class recordings

3．2．2 Questionnaires for Students and Teachers

3．2．3 Teacher Interview

3．3 Results

4 Discussion and Analysis

4．1 Amount of TT(Teacher Talk)

4．1．1 Amount of TT(Teacher Talk)and ST(Student Talk)

4．1．2 Amount of Teachers’ ML(Mother Language)

4．2 Norm of TT

4．3 Teachers’ Questions

4．3．1 Types of Teachers’ Questions

4．3．2 Ways of Seeking Answers

4．3．3 Wait Time after Questioning

4．4 Feedback TT

4．5 Expansion TT

4．6 Interactional Modifications

5 Conclusion

5．1 Conclusion of the Research

5．2 Implications for English Teaching

5．2．1 College English Teachers’ Ecological Idea Needs to Be Strengthened

5．2．2 Teachers’ Professional Knowledge Needs to Be Constantly Improved

5．2．3 More TT Strategies Need to Be Studied and Used by Teachers

5．2．4 Emotion Existed in TT Needs to Be Further Enhanced

5．3 Limitations of the Research and Recommendations for Future Study

References

Appendix A 大学英语课教师话语使用现状调查问卷(学生用)

Appendix B Result of Questionnaire for Students

Appendix C 大学英语课教师话语使用现状调查问卷(教师用)

Appendix D Result of Questionnaire for Teachers

Appendix E 大学英语教师访谈提纲

Appendix F Part of Transcriptions of Class recordings

Acknowledgements