英语课堂用语.ppt

1、Classroom discourse -How teacher talk affect students language learning,黄小燕 常州市教育教研室 2012.6.14,teacher,student,students,input,output,Input,output,input,Brain storming1,课堂话语构成语言学习的语言环境,提供自然的语言接触（输入） 形成语言内化的条件（互动） 产生语言使用的机会（输出）,在外语课堂教学中，语言既是学习的目的，又是教学的媒介-tt是学习者最大、最可靠的输入来源。教师话语的使用对学习者的输出起着积极或消极的影响（王银泉，

2、1999）.课堂内学习者成功的产出在很大程度上与教师所使用的语言以及课堂中教师与学生的相互作用有关。,Brain-storming 2,what is good teacher talk like?,设计意图：,教师引导语不仅是串联课堂的润滑剂和链条，更是学生语言学习和情感熏陶的主要来源和手段。教学过程中，教师精心准备的引导语也可以成为学生语言输入的来源.而这些将会成为学生活动过程中的语言支撑。在我的教学设计中，我精心设计引导词，用排比句、感叹语去激励和动员学生。贯穿整节教学环节的引导词就好比一场有主题的演讲，教师用有力的语言、生动的表情和动作为学生创设完整的情感环境。,教师课堂话语的语言特征

3、,“样本”质量 可理解性 可发展性（） 可学性,语音、词汇、句法等的准确性、流畅性、丰富性,输入中的语言特征怎样影响语言学习？,教师课堂话语的互动特征,教师课堂互动最主要的方式?,怎样引发交谈,怎样回应对方,怎样维持交谈,怎样使对方更容易理解,怎样克服交际障碍,提问、反馈,Brain-storming 3,1.观看阅读课录像-看教师如何通过提问组织教学， 2.探讨不同环节问题的分类、特点和作用,how teachers questions affect students learning ?,读前,读前,If it happened around you ,would you go up an

4、d help her? Why did they choose to walk by?,开放性问题 激发学生的背景经验 为课文学习铺垫 打下伏笔 (注意其等待时间),读中,读中,初读： Where are they going to help this time? What happened there? What did they do to help?,事实性问题 -关注于对于文本信息的提取和文本的理解,读中,读中,细读：What word can you conclude the part？,由事实性问题过渡到归纳性问题 -引导学生对文本内容的提炼，加深理解,读中,读中,读中,Is it

5、 an easy job to help there？ Since there were so many difficulties, why did they still help there,深层推理问题 -挖掘文本的内涵 为文本立框架 为任务作铺垫,读后,读后,Can you just help one person by saying something?,开放型问题 -为reading 后的活动作情感铺垫,Can you find the clue here?,愿不愿助人？,助人是一种美德,助人不易,克服一切帮扶他人,付诸行动并实施,文本理解-明线,情感渲染-暗线,What can y

6、ou conclude?,读前-开放性问题居多，激发阅读 动机和背景知识,读中-事实性+归纳性+推理性问题， 导引阅读，提升思维,读后-开放性问题居多。激发思辨， 解决问题,文本理解 语言支撑 情感浸润,教师不同的提问的方式对于学生学习的影响,T: Now when J. K. Rowling became successful, how did she overcome the difficulties? Wang Dongke, would you please tell something about her hardship? Wang: yes. T: yes, all right.

7、 Good. Wang: theres also something about J. K. Rowling and the beginning of creating the book Harry Potter. She was born in a town of England. Rowling loves literature of England and he studies, she studied French in university. Believe it or not, she and her daughter had lived in a small and cold a

8、partment.(以下省略约100字文章原文) T: yeah, good. now, you know, from Wang Dongkes introduction about J. K. Rowling, her life and work told us that life was full of troubles. We should try to work hard to overcome it.,事实性问题,- 熟悉课文内容 用目标语输出 易于师生交互 - 话语量大 准确性和流畅性高 - 缺乏挑战性和创造性 语言的思维含量不高,语料,T: Read the first para

9、graph quickly and tell me whats it mainly about (One minute reading) Ok, xxx? S: (no answer) T: Liliang S: The first para is about the time and the place, and the first person, building , built the St. Petersburg. T: ok, and your opinion. Within three or four words. More simple? xxx try? S: Its abou

10、t how the city come from. T: Yeah. Very easy. About how the city came from. Its the history of Petersburg.,概括性问题,-通过分析，归纳 进一步理解文本 -尝试运用已有的目标语知识组织语言， -师生间有了一定的意义上的协商，交际。 -学生的话语输出量增加，有一定的思维含量,语料3,T：Can you tell me something about the painting? What can you see from this painting? Who can describe it?

11、Yes, tell me something about this painting. Zhang Jie. S: First, this is one of the most important painting by Picasso. I can see a boy. He looks sad. And he wears blue clothes and trousers. And some flowers around his head. I dont know where is the pipe. T: Where is the pipe. Ss: In his left hand（学

12、生间的交流）. T: In his left hand. This is the pipe. It is very small, so you didnt see it. This is the pipe. S: What does this mean? (学生发起) T: What does this mean? I also want to ask Picasso what it means.（Ss laugh）. It looks like something, like a gun, or something like that to me. Yes, very good. Thank

13、 you, Zhang Jie.,延伸性问题,-拓展学习内容 拓展思维 -话轮增加 social communication -学生自主发问 提升兴趣,教师不同的提问的方式对于学生学习的影响summary,-教师的提问类型确实对学生的话语输出有很大的影响。 -问题的类型越是开放，越是贴近学生的现实生活，越容易引发学生的话语输出。不仅有利于营造课堂气氛，提高学生学习兴趣，还能提高学生的话语质量。 -封闭性或概括性问题不一定是浪费时间。Willis(1981)有非常恰如其分的总结：学生需要了解各种不同的知识，因此需要分层次理解，基础问题是非常有用的。 -事实性问题不宜太多，因为学生的思维得到的锻炼

14、不是很大，意义不大的问题，教师可以采取其他更高效的方式来检测学生，如判断正误，填表格等。这样既达到了理解文章的目的，又节省了时间，用来进行一些概括性，甚至延伸性问题的活动 -教师提出延伸性问题时，留给学生准备的时间比较充分，等待时间要比另外两种长。,How teachers feedback affect students learning.,反馈：是指老师对学生回答给出的的评价或者评论。反馈决定了课堂话语的的丰富和多样性和协商性。,反馈的分类,）按反馈所针对的重点：形式反馈（feedback-on-form） 内容反馈（feedback-on-meaning）; 2) 按反馈所表达的评价性信

15、息： 肯定性反馈 （positive feedback ） 否定性反馈(negative feedback )/“纠错性反馈”（corrective feedback）。 否定反馈（纠错）-请求澄清（clarification requests）、 部分重述(recast)、 启发诱导(elicitation), 元语言提示(metalinguistic feedback)。 肯定反馈-重复（repetition）, 接受（acceptance） 表扬（praising）, 评论(comment)、 追加问题（further inquiry）。,肯定性反馈 -完全重复 V.S.不完全重复,T：

16、Can you tell me your understanding of modernism? Anybody? Zhang Jie? F1: In my opinion, I think we can see many modernism buildings in Shanghai, like this big city and use materials XX like glasses and they are always very tall. And the technology is very, er, developed. And ancient buildings always

17、 use like wood, brick and other things maybe the XX can destroy them. And the modernism buildings are more firm, are firmer. T: Ok, thank you, yes. Modern building, modernism, yeah. They use unnatural materials and they are very tall.,提炼型教师重复,不完全重复,T: Now, Wei Yang, would you please tell us more, ye

18、s, hardship for J. K. Rowling? Wei: en, when, when she became the book, the best book sellers, you know, book sellers set contract that propose XX, from one to eight, eight thousand. T: now from the sentence we know J.K.Rowling now became famous, a lot of book ha, will be published by publishing hou

19、se. So, here, maybe, J. K. Rowling has contributed a lot to her books. So, this is also a hardship. Now sit down. Right.,拓展性重复,-增加输入,简单接受V.S. 具体赞扬or 评价,T: Which one is the topic sentence? S: The first one. T: The first sentence. Ok, can you read it again? S: It is said that everything his brush touc

20、hed turned gold, but the value of his works can be greatest. T: Yes, you are correct and thank you.,简单接受,F9: If it is other countries, I would say its great. But its in China. I think it cant stand for Chinas culture. It is too strange and too modern to China, because China is a traditional country.

21、 T: Yeah. Very very unexpected point and very good point. Maybe in other country they will find it modern but it cannot stand for the culture in China. Yes and very good.,简单接受V.S. 具体赞扬or 评价,具体赞扬,T: Dark means full of more troubles. Because when a person became older, and one always use your head and

22、 think a lot. So, at the moment, now, you will feel, oh, life is full of dship. So whats your ideas about it? B: en, I think, . its more, its more, its more interesting than the other film. T: yes, certainly life in interesting. Yes, on one hand, on the other hand, life is full of troubles.,简单接受V.S.

23、 具体赞扬or 评价,评 价,简单接受V.S. 具体赞扬or 评价,增加输入 提升思维 关照情感,追问-动态生成性反馈（1）,T: thats the most cases, so the pocket money from the parents, From part time jobs, from money in the red packets, I think thats the usual sources. can anyone do part time jobs to earn some money? Any one? Yes or no? Yes? Wang zhiyuan, y

24、ou will do some part-time jobs? （教师引起问题 ） Wang: no. T: no. why not? Why not? I think it is a good way. （这个回答出乎教师的预料，引起教师的兴趣，进行追问） Wang: not allowed by law. T: its not allowed by law? （继续追问） Wang: I think I can take a part-time job when I was eighteen years old. T: 18 years old. When you reach 18 you

25、re allowed to do some part-time job, ok? The part-time job also means that maybe you can help others to do some housework. Besides this, youre not allowed to do any part time jobs by law. So, any other reason? Nothing?. （继续追问） S: In the past I have taught a little girl to play the piano. His mother

26、gave me, my mother, five, oh, fifty Yuan a lesson. I taught him a month, so there are two lessons. So my mother give me one hundred, so this is one hundred. （学生主动阐述打工经历）,T: you can see thats also a way for you to do part-time job to teach other children, to do something else, to play the piano, or t

27、o help them with some subjects, maths, Chinese, English, you can also get some money. Ok, thats the pocket money you earned from the part-time job. Whats your feeling when you get this money, the first sum of money you earned by yourself? （教师对学生的打工经历进行进一步追问） S: I think its really my own money. So wh

28、en I spend it I felt very happy. The feeling is not the same that I spend my father or my mothers money. T: yeah, that means you have different feelings, thats ok. Then, how did you deal with this money? （教师追问，鼓励学生继续阐述） S: I bought some books. T: you bought some books. S: and also some CDs. T: and a

29、lso some CDs. Whenever you read these books, whenever you saw these CDs, you think oh, this is from my own money, its from my own work, so I feel very, very what?（教师借追问引发学生对打工经历的自豪感） S: proud. T: proud, good. I think thats a good feeling. Thats better than what you get from your parents.,追问-动态生成性反馈（

30、1）,抓住生成点，激发兴趣-教师在教学过程中，一般来说是按照预设好的步骤层层推进，对于某些问题都有自己的预期的回答。但在教学过程中，会出现千变万化的情形，每一步并不都是按照预想的来完成。如果出现意外的回答，有时也会激发教师的好奇和探究兴趣，会不断的进行追问，这也是一个很好的生成点。 自然输入，强制输出-对于其他学生来说，这是一个很好的输入机会，而对于被追问的同学来说，则导致了强制输出，并能体会到由独特的新颖的思想被教师关注所带来的自豪感。,追问-动态生成性反馈（2）,T： Ok. Now Ma Mingyue, how much money do you get a month? Ma: Im

31、 not sure. T: youre not sure. What do you mean youre not sure? (students laugh) （trigger 1） Ma: dont have when my pocket money is spent, T: yeah, when you dont have money at all（重复）. Can you calculate, on average, how much money do you get a month? One hundred? No, no, I dont think so. Two hundred?

32、Too little. （继续追问 trigger 2） Ma: its not 稳定. T: it depends(元语言提示), so? Average, on average. Five hundred? （重复） Ma: for example, for example, sometimes I want to buy, I want to buy something expensive, and T: what is it? Can you give me an example? What do you mean by something expensive? (trigger 3

33、） Ma: Maybe, maybe the shoes. T: what kind of shoes? What brand? Nike? (trigger 4) Ma: the popular, popular shoes. T: the fashionable, so the Nike? (启发诱导) Ma: Nike and ,T: Adidas? （启发诱导） Ma: and its Chinese name is 复古. T: 复古？（重复）I dont know. Im out of date. Ok, so how much money? What is the price o

34、f a pair of shoes? （trigger 5） Ma: about, about 800, or T: 800 Ma: or 600 T: 600, so youre quite rich.(评价) Ma: but I dont spend some money on T: spend some money on what? （重复-trigger 6 ） Ma: I dont know how to say, but I, I, I, usually, usually buy something T: quite expensive? (启发) Ma: no, no T: so

35、mething famous? Famous brand?（启发） Ma: I like to buy something I like. But T: you like to buy whatever you like（总结归纳）. So, I think all of you can get pocket money, so. But the way you spend it is quite different. Someone can arrange it in various ways, and someone divide it into several parts. Ok, so

36、 lets see. From this, the first paragraph, （回归课文）what do the young consumers spend large part of their pocket money on? Look at the text, what does the text tell us? You just read the first paragraph, just find some key words.,追问-动态生成性反馈（2）,意义协商，重构知识-教师在与学生进行交际过程中出现了异议，由学生应答所引起的新信息超出了教师的预期之外，这时教师要进行

37、不断的追问来达到对这个信息的理解和认同，由于对于这个话题引发的兴趣，还导致了额外信息的出现，师生之间出现了真正的信息差,为了达到彼此最大的理解,所以就形成了多次的话轮和意义协商。在语言课堂中，意义协商的出现对于学习者的语言习得的作用是相当大的。意义协商通过认知差异使学生重构知识。并非所有的语言输入都能够被学习者理解、吸收，因而对于外语学习来说，仅有语言输入是不够的，学习者需要注意到输入中未知的语言成分，并通过与他人的交流进行意义协商（negotiation of meaning），积极地建构自己的语言系统。 生成有度,紧扣主题-课堂上出现了意料之外的情况，一般都有生成的价值。老师可以而且应该调

38、整预设，给生成腾出空间。这里的调整指腾出较短时段处理好预料之外的情况，实现生成，然后迅速回到预设上去，完成预定的教学目标。 课堂的动态生成绝不能排除预设。若排除预设，则课堂的目标模糊、组织混乱、过程无序，其结果只能是课堂教学的低效和无效，甚至是发生“反教育”。,否定反馈（纠错型反馈）,明确纠错 V.S. 隐性纠错 T: Translate it. 我过去经常打球。 S; I used to playing football. T: No, thats not right. You should say I played football at that time. 语料9 T: Transla

39、te it. 我过去经常打球。 S; I used to playing football. T: I used to playing football? Please think about it. S: I used to play football. (自我修正) T: Thats right. (肯定反馈). Can you say it in another way? Dont use “used to”(启发诱导) S: .（停顿，无回应） T: OK, you can refer to the tense, past tense. (元语言提示) S; I played foot

40、ball when I was young. (回应修正) T: OK, thank you !（正面评价、情感反馈）,明确纠错 V.S. 隐性纠错,协商互动 推动学生准确输出 学生受到鼓励激发，话轮增加，出现形式协商 学生自我纠错 学生输出的句子有一定的复杂度和长度,否定反馈+补充信息,T: what about you ? S: when does the trip start. T: Not only the start but also the end. We say starting point and finish point. Which word? S; long (词汇错误)

41、 T: length, length (重述) S; ;length .(重复修正) T: That means how long the trip will last.,重述+补充释义,S: getting good marks will be a happiness when Im a school student. T: So when you are school students, getting good marks will be happiness. （重述）Maybe ,when youre in Senior 3, getting a good mark in the college entrance examination espeically will be happiness. （提供新的情境）,否定反馈+补充信息,重述+提供新情境,补充反馈，丰富可理解性输入,否定反馈+调整修正,T: Can you prepare a question according to the leaflet? S;