【摘要】：課堂話語是英語課堂教學(xué)的基礎(chǔ)。課堂話語研究一直是教育研究中最重要的領(lǐng)域之一。國內(nèi)外的相關(guān)研究涉及多個(gè)方面,如課堂話語的定義、模式、分析方法及教師話語等。學(xué)生話語是課堂話語的重要組成部分。學(xué)生的話語輸出不僅能反映課堂教學(xué)的真實(shí)情況及學(xué)生交際能力的水平,同時(shí)更能反映出學(xué)生在交際過程中存在的問題。因此,學(xué)生話語的研究具有十分重要的意義。本研究旨在了解高中英語課堂上學(xué)生話語的現(xiàn)狀并解決以下問題:(1)從話語量及話論轉(zhuǎn)換的數(shù)量分析,學(xué)生的課堂參與度如何?(2)從詞匯及句子結(jié)構(gòu)的特征分析,學(xué)生話語的質(zhì)量如何?(3)學(xué)生話語中存在哪些問題?原因是什么?從以上問題出發(fā),研究者選取高中英語課堂中的學(xué)生為對(duì)象,以學(xué)生在閱讀課上的話語輸出為語料,通過課堂觀察及訪談兩種研究方法,基于輸出假說及互動(dòng)假說的理論框架對(duì)數(shù)據(jù)進(jìn)行分析,得到的研究結(jié)果如下:(1)在課堂交流過程中,學(xué)生話語的平均時(shí)長為16.9分鐘,占課堂話語總量的平均百分比為37.5%。學(xué)生話論轉(zhuǎn)換數(shù)量的均值為19次。大部分學(xué)生積極參與但仍有少部分學(xué)生未真正參與且保持沉默;(2)學(xué)生話語的單句含詞量為4.07。學(xué)生的詞匯單一且極少有話語標(biāo)記語的使用。學(xué)生話語中存在三種常見句子結(jié)構(gòu),即簡單句、并列句、復(fù)合句,其結(jié)構(gòu)以簡單句為主;(3)學(xué)生話語中存在兩類問題:語言方面,句式單調(diào)、時(shí)態(tài)誤用;內(nèi)容方面,缺乏個(gè)人見解及質(zhì)疑精神。語言方面的問題與教師的示范及反饋有關(guān);內(nèi)容方面的問題受教師引導(dǎo)及學(xué)生自身能力水平的影響。結(jié)合研究結(jié)果的分析,本研究得到如下啟示:(1)學(xué)生應(yīng)主動(dòng)改善話語輸出的質(zhì)量,擴(kuò)充詞匯量、積極參與課堂互動(dòng)、盡量用英語交流且注意變換句型。此外,學(xué)生應(yīng)勇于用英語表達(dá)個(gè)人見解或質(zhì)疑;(2)教師應(yīng)設(shè)計(jì)趣味多樣的課堂活動(dòng),如小組辯論、角色扮演等;給學(xué)生充分的思考時(shí)間,并具有針對(duì)性地糾錯(cuò);此外,教師應(yīng)善于發(fā)現(xiàn)學(xué)生話語內(nèi)容的積極意義并加以引導(dǎo),而不是僅僅關(guān)注學(xué)生話語輸出中的語法錯(cuò)誤。
[Abstract]:Classroom discourse is the basis of English classroom teaching. Classroom discourse research has always been one of the most important fields in educational research. The related research at home and abroad involves many aspects, such as the definition, mode, analysis method and teacher discourse of classroom discourse. Student discourse is an important part of classroom discourse. Students' discourse output can not only reflect the real situation of classroom teaching and the level of students' communicative competence, but also reflect the problems existing in the process of communication. Therefore, the study of student discourse is of great significance. The purpose of this study is to understand the present situation of students' discourse in senior high school English classroom and to solve the following problems: (1) the quantitative analysis of the volume of speech and the transformation of discourse theory, and the degree of students' classroom participation? (2) from the analysis of the characteristics of vocabulary and sentence structure, What is the quality of student discourse? (3) what are the problems in student discourse? Why? From the above problems, the researcher selects the students in senior high school English class as the object, takes the students' discourse output in reading class as the corpus, through classroom observation and interview two research methods. Based on the theoretical framework of output hypothesis and interaction hypothesis, the results are as follows: (1) in the process of classroom communication, the average length of students' discourse is 16.9 minutes. The average percentage of classroom discourse was 37.5%. The average number of student speech theory conversions is 19 times. Most of the students are actively involved, but a small number of students do not really participate and remain silent. (2) the single sentence of the student discourse contains 4.07 words. Students' vocabulary is single and rarely used as discourse markers. There are three common sentence structures in student discourse, namely, simple sentence, parallel sentence and compound sentence, whose structure is mainly simple sentence. (3) there are two kinds of problems in student discourse: language, monotonous sentence pattern and misuse of tense. In terms of content, there is a lack of personal opinion and questioning spirit. The problems of language are related to teachers' demonstration and feedback, and the problems of content are influenced by teachers' guidance and students' own ability level. Combined with the analysis of the results of the study, the following implications are obtained: (1) students should actively improve the quality of discourse output, expand vocabulary, actively participate in classroom interaction, try their best to communicate in English and pay attention to changing sentence patterns. In addition, students should have the courage to express their personal opinions or questions in English. (2) Teachers should design interesting classroom activities, such as group debate, role-playing, etc., give students sufficient time to think and correct errors. In addition, teachers should be good at discovering the positive meaning of students' discourse content and guiding it, rather than just paying attention to grammatical errors in students' discourse output.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

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