本文關(guān)鍵詞： 教師話語 話語難度 新熟手教師 話語策略　出處：《北京外國語大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

【摘要】：教師話語作為組織、管理、指導(dǎo)語言課堂活動的一種教學(xué)手段,對于學(xué)生語言學(xué)習(xí)起著至關(guān)重要的作用。教師話語的難易度將直接決定學(xué)生的理解程度,進(jìn)而影響課堂教學(xué)效果。一般而言,教師話語的難度合適,學(xué)生更易聽懂并吸收,再經(jīng)過內(nèi)化成為自身的語言知識,提高語言水平；相反,教師話語過難,學(xué)生會感到理解困難,可能產(chǎn)生焦慮感,降低學(xué)習(xí)積極性。因此,教師話語難度研究將幫助和指導(dǎo)教師選擇適合學(xué)生水平的話語難度,最大限度地為學(xué)生提供“i+1”的可理解性輸入,進(jìn)而促進(jìn)學(xué)生的語言習(xí)得。 但目前來看,教師話語難度研究尚處于起步階段,相關(guān)文章不多。我們知道,在對外漢語課堂中,由于教學(xué)經(jīng)驗(yàn)等因素的限制,新熟手教師的授課方式等存在很多差異。那么,新熟手教師的話語難度是否存在差異?教師的話語難度是否合適?教師通過哪些策略調(diào)整話語難度?這些問題值得探討。因此,本文將通過實(shí)證研究比較初級綜合課上新手熟手教師的話語難度,討論差異產(chǎn)生的原因,并進(jìn)一步分析教師采用的話語難度調(diào)整策略。 本文采用定量和定性結(jié)合的研究方法。定量研究方面,本文選取新熟手教師各2名,分別對他們進(jìn)行各6個課時的課堂錄像和錄音,總時長1200分鐘,得到轉(zhuǎn)寫文本17萬余字。然后我們從語音、詞匯、句子層面入手,將影響教師話語難度的因素分為七種：語速、停頓、詞匯難易度、平均句長、語法難易度、話語重復(fù)量、外語使用量。通過對轉(zhuǎn)寫文本進(jìn)行數(shù)據(jù)統(tǒng)計,分別比較新熟手教師話語在各影響因素上的異同,并結(jié)合訪談分析差異產(chǎn)生的原因。定性研究方面,我們對4位教師各進(jìn)行了1小時左右的半結(jié)構(gòu)化訪談,得到訪談錄音轉(zhuǎn)寫文本4萬余字。我們總結(jié)出5項(xiàng)教師話語難度調(diào)整策略：語速策略、重復(fù)策略、換述策略、語碼策略和體態(tài)語策略。根據(jù)課堂實(shí)錄及訪談,我們對每種策略進(jìn)行了舉例分析。 研究發(fā)現(xiàn),由于教學(xué)經(jīng)驗(yàn)缺乏、課前準(zhǔn)備不足、對學(xué)生了解不夠等原因,新手教師的話語難度不太符合學(xué)生的語言水平,存在話語偏易或者偏難的情況。而熟手教師則能針對學(xué)生水平選擇難度比較合適的話語,他們對自身話語的難度有比較清晰的認(rèn)識。另外,在話語偏難時,教師使用的調(diào)整策略因人而異,但都存在幾種策略并用的情況。調(diào)整的目的都是為了降低話語難度,幫助學(xué)生理解。 本研究將幫助教師從不同角度認(rèn)識話語難度對學(xué)生語言學(xué)習(xí)的影響,指導(dǎo)教師根據(jù)學(xué)生的課堂反應(yīng)和理解程度不斷地調(diào)整自身話語難度,以適應(yīng)學(xué)生的漢語水平,增強(qiáng)可理解輸入。此外,熟手教師在話語難度選擇和調(diào)整方面的經(jīng)驗(yàn)對于新手教師的培訓(xùn)及專業(yè)化成長也有一定的借鑒作用。
[Abstract]:As a teaching means of organizing, managing and guiding language classroom activities, teacher talk plays an important role in students' language learning. The difficulty of teacher talk will directly determine the students' understanding. Generally speaking, the difficulty of teacher talk is suitable, students can understand and absorb it more easily, and then internalize it into their own language knowledge to improve their language level. On the contrary, teachers' discourse is too difficult for students to understand, which may lead to anxiety and reduce learning enthusiasm. Therefore, the study of teacher discourse difficulty will help and guide teachers to choose the appropriate language difficulty. To maximize the comprehensible input of I 1 to promote language acquisition. However, at present, the study of the difficulty of teacher discourse is still in its infancy, and there are few related articles. We know that in the TCFL classroom, due to the limitations of teaching experience and other factors. There are many differences in the teaching methods of the new proficient teachers. Then, are there any differences in the difficulty of the new proficient teachers' utterances? Is the difficulty of the teacher's words appropriate? What strategies do teachers adopt to adjust the difficulty of discourse? Therefore, this paper will make an empirical study to compare the speech difficulty of the novice proficient teachers in the primary comprehensive class and discuss the causes of the differences. And further analyze the strategy of adjustment of discourse difficulty adopted by teachers. This paper uses quantitative and qualitative research methods. Quantitative research, this paper selects two new proficient teachers, each of them 6 class hours of classroom video and audio recording, the total duration of 1200 minutes. Then we divide the factors that affect the difficulty of teacher's discourse into seven categories: speech speed, pause, vocabulary difficulty, average sentence length and grammar difficulty. Through the data statistics of the transposed text, the author compares the differences and similarities of the new proficient teacher's discourse in the influencing factors, and analyzes the causes of the difference with the interview. We conducted a 1 hour semi-structured interview with each of the four teachers and obtained more than 40,000 words from the interview recording. We summed up five strategies for adjusting the difficulty of teacher discourse: the speaking rate strategy and the repetition strategy. According to the classroom record and interview, we analyze each strategy with examples. The study found that due to the lack of teaching experience, lack of preparation before class, lack of understanding of students, the difficulty of novice teachers' discourse is not in line with the students' language level. There is a situation where the utterance is easier or more difficult, and the familiar teacher can choose the more suitable utterance according to the students' level, and they have a clearer understanding of the difficulty of their own utterance. In addition, when the utterance is too difficult. The adjustment strategies used by teachers vary from person to person, but there are several kinds of strategies used. The purpose of adjustment is to reduce the difficulty of utterance and to help students understand. This study will help teachers to understand the influence of language difficulty on students' language learning from different angles, and guide teachers to adjust their language difficulty according to the students' classroom reaction and understanding. In order to adapt to the students' Chinese level and enhance the comprehensible input, the experience of the proficient teachers in the choice and adjustment of the difficulty of utterance can also be used for reference for the training and professional growth of novice teachers.
【學(xué)位授予單位】：北京外國語大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：H15

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