摘要
教师话语是大学英语课堂的重要交际媒介,它既是目的语的来源,也是管理课堂的手段。教师话语成功运用与否,直接关系到教学效果的好坏。本文通过对精读英语教师话语类型、特征和功能的描写,对英语精读教师话语和课堂互动活动进行分析和评价的基础上,得出结论:教师应转变传统角色,应更关注教师话语的质量而不是数量,课堂上应以提高学习者的语言水平和培养学习者意义协商的能力为主,以便学习者从外部环境获取更多的优化语言输入。
The present research, mainly based on classroom audio-recording and questionnaires, sets out to describe features of teacher talk, including the amount of teacher talk, L1/L2 proportion, T-questions, T-S negotiation and T-feedback, in intensive reading class of English majors, and attempts to find out how teachers, by using the language appropriately according to the task, facilitate opportunities for students＇ involvement and for learning potential. Results of the research show that, the time of teacher talk is less than generally expected, and consequently students have more chance to speak; teachers use more target language than L1; they give mostly positive and form-focused feedback.
出处
《萍乡高等专科学校学报》
2006年第4期68-72,共5页
Journal of Pingxiang College
