外语教学理论与实践

外语教学理论与实践 ›› 2011, Vol. 1 ›› Issue (3): 15-.

• 教师课堂话语研究专栏 • 上一篇    下一篇

中学英语课堂教师反馈语的类型与特征研究

  

  1. 东北师范大学,江西省新余市新钢中学
  • 出版日期:2011-08-25

A Study of Teacher Feedback Types and Characteristics in Middle School English Classes

  • Online:2011-08-25

PDF

3416

被引次数

120

摘要： 本文考察了9位中学教师18节英语课堂教学，研究了他们课堂反馈语的类型和特征。研究发现，中学英语课堂存在9种单一型和7种混合型教师反馈语；单一型反馈语中重复和积极反馈语出现频次最高，复合型反馈语中积极反馈语加重复出现频次最高；师生间的话轮互动多以教师的反馈语终结，分离的IRF模式中的反馈语占主导；不同教师、不同课型中教师反馈语的使用存在差异；教师反馈语多注重形式反馈、对意义反馈不足。

关键词: font-family: 宋体, mso-bidi-font-family: 'Times New Roman', mso-font-kerning: 1.0pt, mso-ansi-language: EN-US, mso-fareast-language: ZH-CN, mso-bidi-language: AR-SA">中学英语课堂、教师反馈语、类型、特征

Abstract: This paper studies types and characteristics of the teacher classroom feedback through the examination of 18 classes of 9 middle school English teachers. We find 9 types of single feedback and 7 types of mixed feedback are used in middle school English classes. The characteristics of the teacher feedback include: repetition and positive feedback of the single feedback and “positive feedback + repetition” of the mixed feedback are the most frequently used in their respective types; the interaction between the teacher and the student is usually ended by the teacher feedback in separate IRF interactions; there exist differences of feedback use between different teachers in different types of classes; the teacher feedback focuses more on forms of language than on meanings of interaction.

Key words: font-family: "Times New Roman", mso-font-kerning: 1.0pt, mso-ansi-language: EN-US, mso-fareast-language: ZH-CN, mso-bidi-language: AR-SA, mso-fareast-font-family: 宋体">middle school English classes, teacher feedback, type, characteristic