中学英语课堂师生话轮转换实证研究_英语论文

An Empirical Study of Turn-taking between Teacher and Students in Middle School English Class 

摘要

话轮是日常会话的基本单位，同时也是话轮转换中的重要组成部分。会话存在之处就有话轮转换的存在。话轮转换是由Sacks于1960年提出的，Schegloff和Jefferson等人对话轮转换理论做了深入的研究。在20世纪60年代早期Sacks等人提出话轮转换的基本模式以来，国外学者从比较广泛的领域对话轮转换现象进行了考察。话轮转换最初用于分析日常会话(H. Sacks, E.A. Schegloff & G. Jefferson, 1974)。随后到20世纪70年代末80年代初，部分学者将话轮转换用于分析课堂教学中教师话语对学生语言学习的影响(Sinclair & Coulhard, 1975; Sinclair & Brazil, 1982)。英语课堂是一个特殊的会话交流场所，师生之间有效的话轮转换可以促进课堂教学。国内外对于话轮转换在教学方面的研究主要是探究话轮转换在大学英语教学中的应用，主要研究方向是大学口语，阅读，听说等方面。但国内外对于中学课堂师生话轮转换的调查研究有限，尤其是全方位小班式英语教学方面的考察不具有全面性和针对性。

本文是基于国内外话轮转换研究的基础上，对中学英语课堂进行补充。将年级和性别作为自变量，对师生话轮转换展开研究和分析，以考察师生话轮转换在中学英语课堂中的具体情况。本文选取对象为长春外国语两个不同年级的学生，对于英语公开课视频资料进行分析，从而分析学生的年级和性别自变量与师生话轮转换的关系，也为提高教师课堂用语提出一些建议和参考。

通过研究发现：1. 教师话轮转换过程中,经常使用参考性问题并且发问数量多于学生的发问数量。参考性问题会让学生们更好地理解课堂学习并且激发师生之间的有效互动。2. 在性别方面，有一些差别。女生和男生在话轮的长度和类型方面是有所差别的。3. 高年级的学生在衔接过程中反映能力和语言使用能力比低年级学生强。4. 在课堂交流遇到困难时，老师更倾向于用简单同义词或者是更换表达方式来让学生理解，从而更好地进行下去。5. 同时也提出了一些改善教师提问效果的策略，提高学生在课堂话轮转换的技巧。

关键词：话轮转换；课堂互动；中学英语课堂 

Abstract

A turn is an indispensable unit of a conversation. The definition of a turn was proposed by Sacks and his colleagues in 1974. As for communication, turn-taking plays an important role in conversations. Middle school English classroom as a special setting for communication, turn-taking between teacher and students is significant to improve teaching. The research on turn-taking in teaching home and abroad is mainly about the application of turn-taking in college English teaching and learning. The main research directions are about spoken, reading, listening and so on. However, there are not sufficient researches on turn-taking between teacher and students in middle school English class, especially in small English class. In the middle school English class, it also requires effective turn-taking between teacher and students, and teachers should help students understand the context of the class in all kinds of different ways. Therefore, the effective turn-taking between teacher and students is especially important and essential. 

Thus the author first selected two grades which are from Foreign Language School as participants. By observing public class videos, the author analyzed the current situation about turn-taking in middle school English class. Then the author analyzed turn-taking between teacher and students through different grades and genders. In this article, the author mainly studied the relationship between turn-taking and different grades, and the relationship between turn-taking and different genders. To be specific, turn-taking between teachers and students from different grades and genders were compared, and the circumstances about initiation, response and feedback in middle school English class were examined. 

From the analysis, the author found that interaction plays an important role in the English learning class. During the English class, teachers can use many different ways of questioning frequently. More than half of class is occupied by question-and-answer model. In the class, teachers use more referential questions, which can make students understand the class learning and evoke interactions between teacher and students. When the students don’t know how to reply the teacher’s question, teachers will change the way of questioning and make the question easier. There are some gender differences in turn-taking. The length and type of sentences are of a little difference. In addition, the language ability of senior students is better than junior students. Some strategies for improving teachers’ questioning and skills for improving students’ turn-taking were proposed.  

Finally, the author provided middle school teachers with some suggestions in order to improve teachers’ questioning strategies. At the same time, the author also put forward some skills about improving students’ effective interaction in the class.

Keywords: turn-taking; interaction; middle school English class

of compensation

Contents

Acknowledgements i

English Abstract ii

Chinese Abstract iv

Table of Contents v

Chapter One Introduction 1

1.1 Background 1

1.2 Significance of Research 1

1.3 Layout of the Thesis 3

Chapter Two Literature Review 4

2.1 Turn-taking Theory 4

2.2 Researches on Turn-taking in English Class 5

Chapter Three Research Methodology 7

3.1 Theoretical Framework 7

3.2 Research Questions 7

3.3 Participants 7

3.4 Instruments: Public Class Videos 7

3.5 Data Collection and Data Analysis 8

Chapter Four Results and Discussion 9

4.1 Initiation 9

4.1.1 Teachers’ Initiation 9

4.1.2 Students’ Initiation 11

4.1.2.1 Junior students and Senior Students 11

4.1.2.2 Boys and Girls 12

4.2 Response 12

4.2.1 Teachers’ Response 12

4.2.2 Students’ Response 13

4.2.2.1 Junior Students and Senior Students 14

4.2.2.2 Boys and Girls 15

4.3 Feedback 15

4.3.1 Teachers’ Feedback 16

4.3.2 Students’ Feedback 17

4.3.2.1 Junior Students and Senior Students 18

4.3.2.2 Boys and Girls 19

4.4 Strategies for Improving Teachers’ Questioning Skill 19

4.5 Strategies for Improving Students’ Turn-taking Skill 21

Chapter Five Conclusion 22

5.1 Major Findings and Implications for English Teaching 22

5.2 Limitations and Suggestions for Further Study 23

References 25