初中英语课堂教师教学用语的分析_英语论文

An Analysis of English Teachers’ Instructional Language in Junior Middle School Classroom

摘要

写在中国的英语课堂教学中，教师是联系学生与英语语言的重要纽带，教师的教学用语是学生接受英语语言输入的主要途径。合理的教学用语不仅可以丰富英语课堂的教学内容，还可以培养学生的英语语用能力。

初中是学生学习英语、打好基础的重要阶段，初中英语课堂中的教学用语合理与否，极大关系着学生英语能力的发展和教学质量的提高。然而，目前我国初中英语课堂教师教学用语仍然存在一些问题，这些问题是制约学生发展和教育质量提高的重要因素。因此，我们有必要对初中英语课堂教学中教师的教学用语进行研究和探讨，试着分析其现状，并且提出相应的改善建议。

本研究以语言输入假设、语言输出假设以及言语行为理论为指导，通过课堂观察和录音，以及向师生发放问卷，对初中英语课堂教师教学用语的现状进行分析。笔者也通过课堂观察和录音，收集了各种英语课堂教学用语，经过分析，将教学用语具体分为以下三类：教师指令，交流用语，以及教师反馈。因此本研究将主要分析以上三个类别。

研究发现，初中英语课堂教师教学用语主要存在以下问题：教师在发出指令时，往往忽视不用语句的作用；在使用交流用语时，部分教师提问的展示性问题多于参考性问题，并且所给的等待时间也偏少，这不利于学生的语言输出；教师在给予反馈时，部分教师偏向简单笼统地评价学生的回答，这不利于学生的语言输入，也无法鼓励学生进行更多的语言输出。

笔者试图通过对初中英语课堂教师教学用语的现状及其存在问题的分析，得出相应的解决方法，以辅助教师们积极完善课堂教学，提高教学质量，同时也为提高学生英语学习的有效性提供帮助。论文共分为六个章节。

第一章是对全文的概述，介绍了初中英语课堂教师教学用语现状研究的必要性和意义，指出了研究的背景、研究的问题、研究的意义。

第二章对教师教学用语进行了文献回顾，展示了前人对该领域的研究的理论和成果。

第三章阐明了教师教学用语的定义及其理论基础。

第四章进行了初中英语课堂教师教学用语的实证研究，主要关注教师指令、交流用语、教师反馈。

第五章，就之前的分析和研究得出相应的结果，并且进行详细讨论。

第六章，对全文进行了总结，并就分析现状后发现的不足有针对性地提出了改善的方法。

关键词：教师指令，交流用语，教师反馈，语言输入，语言输出

Abstract

In China’s English classroom, teachers are the very important bond between students and English language. And English teachers’ instructional language is the primary channel for students to receive language input. Proper instructional language can not only enrich teaching contents of English classes, but also improve students’ ability of English using.

Junior middle school is a place where students lay a foundation of English. Whether English teachers’ instructional language in junior middle school classroom is proper or not has great influence on development of students’ English ability and improvement of teachers’ English teaching quality. However, there still exit some problems in English teachers’ instructional language in junior middle school classroom, which limit development of students’ ability and teaching contents. Therefore, it is necessary to make a study of English teachers’ instructional language in junior middle school classroom. Then, I try to analyze its status and also find out some corresponding solutions.

Based on the Comprehensible Input Hypothesis, the Comprehensible Output Hypothesis and the Study of Communication, four English teachers’ classes were recorded, transcribed and analyzed. At the same time, questionnaires were distributed to explore students’ attitudes towards and expectations concerning the status of English teachers’ instructional language in junior middle school classroom. I have collected all kinds of instructional language by methods of classroom recording and observation, and through analysis I divide it into three categories: teachers’ directives, communication language and teachers’ feedback. And the research would focus on three categories above.

Through the research, I find that there exit some problems in English teachers’ instructional language in junior middle school classroom: when teachers give directives, they ignore effects of different sentences; when teachers use communication language, a small number of teachers ask display questions more than referential questions, and they also spend less time waiting for students to answer their questions, which do no good to students’ language output; when teachers offer feedback, a small number of teachers prefer to make comments on students simply and generally, which not only does no good to students’ language input, but also can’t encourage students to speak out more words.

I try to work out some corresponding solutions through the analysis on teachers’ instructional language as well as its problems in junior middle school classroom, thus assisting teachers in improving teaching quality and facilitating students’ English learning in the meantime. And the thesis can be divided into six chapters.

Chapter One introduces significance and necessity of the research on teachers’ instructional language in junior schools, as well as its background and research questions.

Chapter Two is a literature review of instructional language, which shows theories and achievements of previous people.

Chapter Three illustrates definition of instructional language as well as its theoretical basis.

Chapter Four makes an empirical study of instructional language in junior English classroom. And it focuses on teachers’ directives, communication language and teachers’ feedback.

Chapter Five is a result of analysis and the research, on which we have a further discussion.

Chapter Six is a conclusion of the whole paper, and then I put out some corresponding solutions.

Keywords: teachers’ directives, communication language, teachers’ feedback, language input, language output

Contents

1. Introduction 1

1.1 A Brief Introduction to William Golding and His Works 1

1.2 Literature Review 1

1.3 Purpose of the Thesis 2

2. Good and Evil in Main Characters 3

2.1 Ralph 3

2.2 Jack 4

2.3 Piggy 5

2.4 Simon 6

2.5 The Development and Change of Humanity 6

3. Good and Evil Reflected in Important Objects 7

3.1 Beast: Instinct of Savagery 7

3.2 Conch: Order and Law 8

3.3 Fire: Hope and Destruction 9

3.4 Glasses: Science and Rationality 10

4. Conclusion 11

References 12