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教师话语(teacher talk)是指教师在课堂上组织和从事教学所使用的话语,在第二语言课堂,教师话语是课堂上语言输人的重要途径,并且占到课堂谈话时间的三分之二(Nunan,1991),已经成为第二语言习得研究的重要内容。是用于讲解教学内容、组织课堂活动和给予信息反馈,即进行教学评价的语言,也是学习者可理解输入目的语的重要来源。教师话语的数量和质量直接影响甚至决定课堂教学的成败。近年来,国内学术界越来越重视教师话语研究,但研究主要集中于大学英语课堂教师话语,而对中小学英语课堂教师话语的研究较少,本文浅析中学英语课堂教师话语的教师的提问,教师的反馈情况。本文探讨了教师话语的类型及其特征,分析了目前英语课堂上教师话语存在的问题,并提出改进的对策。
Teacher talk refers to the discourse used by teachers in organizing and engaging in teaching. In the second language classroom, teacher discourse is an important way to input words in class and accounts for two-thirds of the talk time in class (Nunan, 1991), has become an important part of SLA research. Is used to explain the teaching content, organize classroom activities and give feedback, that is, teaching evaluation of language, but also learners can understand the importation of an important source of the target language. The quantity and quality of teacher’s speech have a direct influence on the success or failure of classroom teaching. In recent years, more and more attention has been paid to the study of teacher discourse in domestic academia, but the research mainly focuses on the discourse of college English teachers, but few on the teacher discourse of English classroom teachers in primary and secondary schools. , Teacher feedback. This article explores the types and characteristics of teacher discourse, analyzes the existing problems of teacher discourse in current English classrooms, and proposes measures for improvement.