良好教师话语的特征.doc

良好教师话语的特征 根据Robert ONeillT 1999年5月发表于English Language Learning and Teaching网站上的文章DogmasDelusions in Current. EFL Methodology，良好的教师话语应富有以下特征：It is broken into sense groups within sentences.It is simplified but not unnatural.The teacher regularly pauses and does other things that encourage or invite students to interrupt, comment and ask questions.When new vocabulary or structure is taught, the teacher gives typical examples that illustrate pragmatic meaning.The teacher gets regular feedback through questions and other devices.The teacher constantly “scans” the group and maintains eye-contact with different members of it, and is thus constantly alert to non-verbal as well as verbal indications of incomprehension, problems of attention-span or potential disruptive behavior. The teacher gives students chances to interact with each other as well as with teacher. The teacher constantly uses language that is comprehensible，rarely or never falling below the switch off barrier. In other words, the class may not understand every word but always understands the main gist 良好的教师话语应该具有高度的互动性，教师在英语课堂上不仅仅是在说话，而是要通过说话启动意义协商，鼓励学生进行较真实的师生互动和生生互动。因此，英语教师在课堂上应考虑学生的能力和兴趣，尽可能地增加可理解性输人，从而为学生的输出创造条件。下面，我们尝试结合具体的课堂实例进行探讨： a.教材内容 John: I need a single room, please. Receptionist: Its $ 80 a night. John: $80 a night! Sorry, I cant afford that. Receptionist: Why dont you try the next door? Its cheaper there. b. 老师如何教的？看课堂片断： Teacher: (Putting a picture of hotel on the board) OK. Whats this?（用简洁、自然的问题引出情景。） Students: Its a hotel. Teacher: An expensive hotel?（简化、自然的提问。） Student 1：Maybe. Teacher: Why do you say that? (意义协商，引人互动，鼓励学生自行组织语言进行交流。） Student l：Its very big. Teacher: Are all big hotels expensive?（鼓励学生间的互动。） Student 1：In China, yes. Student 2：Especially in Yanan, big hotels are very expensive. Teacher: Yanan, all right.You know, This hotels in London and its very expensive.（Pause）Now tell me about this hotel, please Li Liwei.（给出例句，通过停顿和提问让学生做出反馈，以了解学生掌握的情况。） Student 3：Its a big, expensive hotel in London. Teacher: Good. Now here comes John (Drawing a man and writing Liverpoolon board). (Pause）Do you think he lives in London?（转换话题时稍作停顿。） Students: No. He lives in Liverpool.（每个学生都参与说话。） Teacher: Yes. And where is he now?Students: London:（每个学生都参与说话。）Teacher: Right. What else do you know about him?（鼓励学生自行组织语言进行交流。）Student 4: He doesnt have much money.Teacher: Why do you say that?（意义协商）Student 4: He has poor clothes.Teacher: OK. Now he goes to this hotel and he sees a woman behind the desk.（Pause）What do we call her in English?（转换话题时稍作停顿，引出新的知识点并引起学生的注意。）Students：Receptionist.Teacher: Yes.（板书：receptionist.并放慢语速，达到强调一个新知识点的作用。）Everybody: Receptionist.Students: Receptionist.Teacher: OK. John wants a room for himself. Soa single or a double room?（为互动创造场景。）Student 6: A single room.Teacher: Yes. Then how does he ask?（引导学生住意真实场景中的语言形式。）Student 7：Excuse me, madam, could I have a single room?Teacher: Madam? Probably not madam. Not to the receptionist.（提示并纠错。）Student 7：Excuse me, could I have a single room?Teacher: Thats right and very polite in fact. But lets keep it short.（称赞并提出要求, 以使互动更加口语化。）Student 8：Single room.Teacher: Yes, but more polite.（提示。）Student 8：Single room, please.Teacher: Single or？（停顿以鼓励学生自行纠错。）Student 8：A single room, please.Teacher: Good. Now again, please.（称赞并要求重复以求巩固。）Student 8：A single room, please.Teacher:（板书：A single room, please:并放慢语速，达到强调另一个新知识点的作用。）Everybody.Students: A single room, please.Teacher: Any other ways to ask for a room at a hotel?（进行拓展，鼓励学生提问和互动。）Student 9: Can we say Have you got a spare room?”Teacher:（Pause）But do we say that when we ask for a room at a hotel?（停顿以引起学生的注意，从而启动下一阶段的意义协商。）Student 10: No, only in houses when we ask the landlady if we can use a room.Teacher: YesPossibly even in hotels if we want to use a room which isnt a bedroom for something unusual.（补充说明，加深印象，激励学生继续通过互动进行探索。）Student 11：A free room?Teacher: Yes, possibly. But not Have you got a free room? Why not?（引出话题进行探讨和互动。）Student 12：It means the room doesnt cost any money. Its for free.Teacher: Yes. What should we say then?（引发进一步的意义协商。）Students:（Silence）(给出思考时间)Teacher: Have you got any rooms free?（板书：Have you got any rooms free?（并放慢语速，达到强调又一个新知识点的作用。）Students: Have you got any rooms free?Teacher: Any other ideas?（拓展并鼓励互动。）Student 13：Have you any vacancies?Teacher: Thats good. Come and write it on the board.（称赞并强调。）（改编自Gower et al, 1983） c.分析： 根据以上这篇课堂实录片断，我们不难发现教材的内容其实很简单，但教师却把教材的内容活化为一个真实的场景，为在课堂上进行有效的互动创造了条件。首先，教师的语言简单、精炼、自然、易懂，符合英语口语表达的习惯；其次，通过提问并配以停顿和板书等其他形式，教师始终在鼓励和引导学生进行有效的互动和意义协商，从而达到用英语进行真实交流的目的；教师还在交际中引入了少量且必要的单词和句型操练；最后，教师通过学生的各种反馈真实地了解他们的学习情况并及时给予称赞、提示或纠正，帮助学生掌握正确的表达方式。总之，教师摆脱了教材的文字内容，根据学生已知的信息和兴趣设计出一套前后连贯的步骤，通过大量的可理解性输人，不断开拓新的知识点，创造环境激励学生进行较真实的师生互动和生生互动，为在课堂内开展真实的双向交流和意义协商营造了积极的氛围。课堂提问的技巧提问是英语课堂教学中使用频率较高的教学手段，而问答如今