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在外语教学过程中,课堂是有效的学生运用外语进行交际的场所,因此,教师应该利用话语交际来培养学生语言能力和交际能力,并在课堂中引导和组织学生,参与到各种语言交际活动中,为学生创造、表达思想、交流信息和主动学习外语知识的机会,是双方都处于一种互动状态,促进语言习得,教师话语不仅是教师执行教学计划的工具,同时还是学生语言输入的一个重要来源,因此它在组织课堂教学和学习者的语言习得进程中起着至关重要的作用(Nunan1991;189)。本研究通过对课堂中教师和学生话语的分析,探讨在英语课堂上,教师话语在话语量,提问方式,反馈方式等方面的特点,以及学生的话语形式及语言输出量等方面的特征。
In the process of foreign language teaching, the classroom is an effective place for students to communicate in foreign languages. Therefore, teachers should use discourse communication to develop students’ language ability and communicative competence, guide and organize students in the classroom, and participate in various verbal communication activities , The opportunity for students to create, express their thoughts, exchange information and take the initiative to learn foreign languages is that both parties are in an interactive state to promote language acquisition. The teacher’s speech is not only a tool for teachers to implement the teaching plan, but also is input into the students’ language Is an important source and therefore plays a crucial role in organizing classroom teaching and learners’ language acquisition (Nunan 1991; 189). Through analyzing the discourse of teachers and students in the classroom, this study explores the characteristics of the discourse size, questioning style, feedback style and other aspects of the discourse style and language output of the students in the English classroom.