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本研究采用对一堂高一英语课进行录音的形式,对教师话语在话语量、教师的提问类型、反馈方式和L1-L2的转换等微观变量进行系统分析。研究表明,在使用牛津版的新教材后,学生有较多的话语权和自主权,课堂参与的程度高。教师主要充当管理者和示范者的角色。但是,教师的展示性问题和祈使句型的使用仍然多,这需要教师在实施任务型教学时加以注意。
In this study, a high school English class was recorded. The teacher’s speech was systematically analyzed on the amount of discourse, teacher’s question type, feedback mode and L1-L2 conversion. Research shows that after using the Oxford version of the new textbook, students have more voice and autonomy and a higher degree of classroom involvement. Teachers mainly act as managers and demonstrators. However, the teacher’s display problems and the use of imperative sentence patterns are still high, which requires teachers to pay attention to the task-based teaching.