成人高校商务英语课堂教师话语研究——以台州电大为例

摘要

教师话语是指教师在第二语言学习的课堂上传授知识和组织教学活动所使用的话语，教师话语的数量和质量会影响甚至决定课堂教学的成败。近年来，越来越多的研究者开始关注大学英语课堂或英语精读课堂的教师话语研究，但对商务英语课堂教师话语的特征和互动方式却鲜有研究。在商务英语课堂中，英语教师通过商务英语来组织和掌握课堂，同时它又是教师的授课内容。研究商务英语教师话语不仅有助于发现商务英语课堂教师话语的语言特征和互动方式，进而探讨语言输入和输出的条件，而且有利于商务英语教师话语培训和专业发展。
　　基于此，本研究通过随机抽样选取了浙江省的一所成人高校——台州广播电视大学的部分英语教师和商务英语专业学生，通过对5门商务英语核心课程的教学过程进行观察、录像并转写成文字稿的方式，同时，结合问卷调查和对部分教师及外贸从业者的访谈，对教师话语四个方面的特征进行了定性定量分析:教师话语时间、教师提问、互动调整、教师反馈。
　　主要研究结果如下:(1)教师话语量72％大于学生话语量11.5％，仍占主导地位，教师母语使用平均占教师话语总量的25.6％，可见所调查的成人高校商务英语课堂仍然遵循着传统的以教师为中心的教学模式。(2)教师更倾向于采用展示性问题(90.5％)而不是参考性问题(9.5％)。(3)理解核查使用频率(82.8％)远高于确认核查(15.9)和澄清请求(1.3％)。(4)教师反馈中87％属积极反馈，其中，简单表扬占42.3％，重复学生回答并加以表扬占38.5％，表扬加评论仅占6.2％，该结果验证了Nunan的发现，教师在课堂上的反馈是相当机械的。基于研究结果，本文也提出了一些相关建议。
　　由于资料收集和研究时间的限制，本研究尚有不足之处，只是尝试探索，旨在为成人高校商务英语课堂教师话语的研究、教师话语策略研究以及商务英语教学提供重要的依据和启示。

目录

ACKNOWLEDGEMENTS

ABSTRACT

摘要

CONTENTS

Chapter One Introduction

1．1 Research background

1．2 Purpose and significance of research

1．3 Layout of the thesis

Chapter Two Literature Review

2．1 Definifion of teacher talk

2．1．1 Teacher talk time

2．1．2 Teacher questions

2．1．3 Interactional modification

2．1．4 Teacher feedback

2．2 Theoretical basis of teacher talk

2．2．1 Input Hypothesis

2．2．2 Interaction Hypothesis

2．2．3 Output Hypothesis

2．3 Previous research of teacher talk

2．3．1 Related research of teacher talk abroad

2．3．2 Related research of English teacher talk in China

Chapter Three Research Design

3．1 Research questions

3．2 Subjects

3．3 Instruments

3．3．1 Classroom observation and video recording

3．3．2 Quesfionnaires

3．3．3 Interview

3．3．4 Date collection

Chapter Four Results of the Research

4．1 Results of teacher talk time

4．1．1 Amount of teacher talk time

4．1．2 Use of native language in teacher talk

4．2 Results of frequency and types of teacher questions

4．2．1 Frequency of display questions and referential questions

4．2．2 Distribution of teacher questions and waiting time

4．3 Results of interactional modification

4．4 Results of teacher feedback

Chapter Five Discussions and Implications

5．1 Discussions of the results

5．1．1 Discussion of teacher talk time and use of native language

5．1．2 Discussion of teacher questions and waiting time

5．1．3 Discussion of interactional modification

5．1．4 Discussion of teacher feedback

5．2 Implications for business English teaching

5．2．1 Improving teacher talk quality and developing successful teacher talk

5．2．2 Creating a harmonious teaching atmosphere

5．2．3 Enhancing teacher talk strategies in business English class

Chapter Six Conclusion

6．1 Major findings

6．2 Limitations and suggestions for further study

REFERENCES

Appendices

攻读学位期间发表的学术论文目录

浙江师范大学学位论文诚信承诺书

声明