反馈话语论文高中优秀英语教师反馈语的支架功能特征

1、反馈话语论文：高中优秀英语教师反馈语的支架功能特征【中文摘要】教学过程主要是在一连串的“教师诱发（提问）一学 生应答一教师反馈（对'应答'的回应）”中展开和推进的。教师反馈 语，是指教师在提出问题之后，对学生的应答所作岀的言语反应。教师 课堂反馈语在多大程度上影响着外语学习者的语言能力和其它素质 的发展，这是作者深感兴趣的一个话题。本研究借助课堂观摩与音频 转录文本分析法，对三位高中优秀英语教师的三节课进行了个案研究 和描述性分析。其研究结果表明：1优秀英语教师反馈语为学生语言 能力的发展提供支架作用。高质量的教师反馈语可以为学习者提供可 理解性的、丰富的语言输入，同时又有助于

2、激发学习者的语言输出， 让其在语言的不断纠错过程中完善中介语；2.优秀英语教师反馈语能 为学生的认知发展提供支架作用。高质量的反馈语能引导学习者学会 思考、善于发现问题，并在分析解决问题过程中不断提高自己的语言 认知能力；3.优秀英语教师反馈语为学生情感能力发展提供支架作 用。高质量的反馈语有助于创造轻松、快乐的学习环境，激发学生学 习兴趣，使他们在解决学习任务过程中建立自信心和成就感。学生情 感能力的改善继而会促进他们的英语学习。总之，优秀教师反馈语研 究有助于增强人们对课堂反馈语支架功能的认识，使得英语教师们更 加关注课堂反馈语在使用中的效度，让反馈语在学习者的语言能力、 认知能力以及情感

3、能力三项发展屮发挥更好的作用。【英文摘要】english teaching is actually a process of constant interaction between teacher and students, including a series of discourses consisting of teacher? s initiation, student' s response, and teacher? s follow-up teacher? s follow-up discourse refers to teacher? s verbal feedbac

4、k on student? s response to his questions the author takes great interest in the topic: to what degree does an english teacher' s verbal feed-back affect the development of efl students? language ability and other qualities? based on classroom observation and audio-transcription, the present res

5、earch has made a case study of 3 english classes (chosen from the corpus data) presented by three excellent english teachers from senior high schools with focus on the use of their verbal feed-back the findings of the research are presented as follows:1. the verbal feedback of excellent english teac

6、hers serves scaffolding function in developing students? language ability the high-quality verbal feedback provides comprehensible language input, and meanwhile elicits more and better language output from the learners, whose inter-language can thus be improved in the course of error-correcting thro

7、ugh teacher' s feedback 2. the verbal feedback of excellent english teachers serves scaffolding function in the development of students'cognitive competence the high-quality verbal feedback guides students to learn to think, to find problems, to make analysis and seek solutions to the proble

8、ms, all of which contribute to the development of their cognitive competence 3. the verbal feedback of excellent english teachers serves scaffolding function in the development of students' emotional attitude the high-quality verbal feedback helps to create a relaxing and pleasant learning envir

9、onment, which can motivate students to take interest in english learning. in addition, they' re inclined to build up confidence and a sense of self-fulfillment in the course of fulfilling learning tasks the improvement of students， emotional attitude will, in turn, promote their english learning

10、 in short, the study of cxccllcnt english teachers' verbal feedback is conducive to the enhancement of the awareness of the scaffolding functions so that english teachers will pay more attention to its effectiveness in use if so, the verbal feedback wil 1 play a better scaffolding role in the de

11、velopment of students' language ability, cognitive competence and emotional attitude【关键词】反馈话语支架功能课堂互动英语教学【英文关键词】verbal feedbackscaffolding functionclassroom interactionenglish teaching【冃录】高中优秀英语教师反馈语的支架功能特征 摘要5-6 abstract 6-7 第一章绪论8-10 一、研究背 景8二、研究意义8-9三、研究目的9 四、论文结构9-10 笫二章文献综述10-21、相关概念界定10-11

12、（）支架10（二）教师反馈语10-11二、理论基础11t6（）krashen的口j理解性输入与情感过滤假说11-12（二）swain的可理解性输出假设12-13（三）michael long 的互动理论 13-15（四）支架理论15-16三、国内外教师反馈语研究16-21（-）教师反馈与语言学习17-18（-）教师反馈与认知发展18（三）教师反馈与学习者情感18-19（四）支架理论与二语教学研究19-21 第三章 研究设计21-23 一、研 究问题21 二、研究对象21 三、研究方法与工具21- 22（一）课堂观察21-22（二）实录话语分析22（三）个案分析22 四、数据收集与分析22- 2

13、3第四章结果和讨论23-44 一、优秀教师的反馈语为学生的语言发展提供支架23-29（-）提供可理解性的、丰富的语言形式输入23-24（）创设意义协商的语言输出机会24-26（三）帮助学生纠正语言错误，完善中介语26-29 二、优秀教师的反馈语为学生的认知发展提供支架29-36（-）提供学习策略指导29-30（-）降低任务难度30-32（三）强调关键特征32-33（四）示范33-34（五）帮助学生发展批判性思维能力34-36(-)优秀教师的反馈话语为学生的情感发展提供支架36-44激发学生的学习兴趣37-38（二）减少学生课堂焦虑感38-40（三）培养学生的自信心，成就感40-42（四）引导学生树立正确的价值观42-44 第五章结论和建议44-47一、研究的结论44-45（-）优秀英语教师反馈语为学生的语言能力发展提供支架作用44-45（二）优秀英语教师反馈语为学生的认知发展提供支架作用45（三）优秀英语教师反馈语为学生情感能力发展提供支架作用45 二、研究 的启示45-46（-）采用行动研究法反省自身的反馈话语45（二）英语教师专业成长不能拒绝”教育理论”的引领45