摘要
本文参照Bloom(1956)的认知发展类型理论,调查和分析了17余万词次英语课堂教学语料库中教师话语的部分语言特征:指令动词、疑问语式、‘四字语’和师生对话模式。目的是探讨国内高中、初中和小学英语课教师话语中的认知思维导向特点及其教育教学功能。
This paper presents part of a research project on English teaching language in different levels of schools of China. Guided by Bloom' (1956) Taxonomy of cognitive development which categorizes six types of thinking process , i.e., 'knowledge', 'comprehension', 'application', 'analysis', 'synthesis'and'evaluation', we have investigated and explored the orientation of cognitive demand in teachers' talk. The study is based on a 173000-word (40 periods) corpus of English classroom interaction including three levels: senior middle school, junior middle school and primary school, a-mong which 10 periods of primary classes by native English speaking teachers are used as a referent of comparison. With the help of a corpus retrieving system named WordSmith, we have investigated four aspects of teachers' instructing and questioning language: 1) two levels of cognitive verbs and phrases: one focus on drilling and root memory with typical words such as repeat, follow, (do) again/once more/after sb, remember, don't forget, etc; the other focus on active mental work with typical words such as think, imagine, guess, comment, makeup, notice, etc. 2) all types of questions containing the word you; 3) patterns of '4-word phrase'; and 4) two modes of teacher-student interaction: whole-class response or single-student response.
With the quantitative results and some case study, different orientations of cognitive demand in teachers' talk related to three levels of English class have been found as follows: teachers' cognitive guidance in primary class is focused on Mimi crying and drilling; in junior class, still drilling but with a guessing and imagining orientation; while in senior class, much less drilling but more thinking demand and opinion seeking. This tendency has been supported by the results retrieved from the other three investigations including question types, ' 4-word phrase' and teacher-student interaction modes. But in general, the higher level cognitive demanding activity in the three levels of teacher talk is not enough in comparison even with the primary school class carried out by the native English speaking teachers, let alone meet the new State Standard of English Curriculum.
出处
《现代外语》
CSSCI
北大核心
2003年第2期161-170,共10页
Modern Foreign Languages
基金
广东省‘十五’社科规划研究基金资助的项目<英语课堂话语行为研究>的成果之一
关键词
语料库
教师话语
认知导向
corpus, teacher talk, cognitive demand
