大学课堂互动中的鼓励性话语与英语教学

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3.0 陈辉 2024-11-19 77 4 689.74KB 77 页 15积分
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摘要
教与学是紧密联系在一起的，教学的有效性将会产生学生学习的高效率。课堂教
学是大学英语教学的基本模式。通常意义上， 教室是学生与教师以及学生之间互
相交流的场所。在老师眼中，通常有三种类型的学生－优秀学生、中等学生、差
学生。尽管这些学生的学习表现及能力不尽相同，但是他们都有各种学习需求及
动机，教师要很好地了解他们，以满足不同的学习动机。
教学有效的教师必须清楚地明确自己的角色与责任，他们应与学生有良好的互动。
事实上，也有三种类型的老师，他们是解释书本的人、参与者以及使作者。这三
种类型的老师体现了两种教学模式，即以教师为中心的模式和以学生为中心的模
式。
传统的教学模式就是以教师为中心的模式，即老师讲课，学生以记笔记为主，课
堂上没有太多的表达与交流。然而，各种课堂试验证明以学生为中心的教学模式
有更多的优势。它能帮助老师制定有效的课堂计划来满足不同学生的学习需求。
本质上来说，以学生为中心的模式可以满足每个学生的需求。除此以外，这种模
式还可促进课堂上的交流，让学生在语言课上得到充足的锻炼，为练出流利的口
语走出一条捷径。
不管是什么教学模式，教师的鼓励性话语对学生来说是至关重要的，尤其对于那
些中、低程度的学生更是如此。鼓励性话语是指一种非评价性的，能让听者感受
到振奋的话语，体现了说者的关心与激励。简单地说，鼓励性话语是能够让听者
感受到说者传递的勇气、信心与希望的口头话语。从语用学角度来说，鼓励性话
语涉及言语行为及语境理论。通过分析，我们得知，鼓励性话语是在一定的情形
下出现的，它的说出是带有一定的意图的。当然，除了教师鼓励学生的常见模式
之外，这篇论文还详细描述了学生鼓励老师以及学生之间相互鼓励的两种模式。
此篇论文的前半部分介绍了一些教育心理学的理论，包括皮格马立翁效应在教学
中的应用，以及鼓励性话语在语用学上的分析等。论文的后半部分主要介绍了三
种课堂中鼓励性话语的模式，即教师鼓励学生、学生鼓励教师和学生相互鼓励。
除此之外，此篇论文还提供了各种实例来论证鼓励性话语的重要性。除了上述所
述内容，文章的最后还列出一些关于实施鼓励性话语时需注意的问题。比如，鼓
励性话语要讲究度，鼓励话语与赞美之词的区别，以及鼓励差生时要注意根据他
们不同的情境来区别对待等。
关键词：鼓励性话语 教学 学习 教师 学生 课堂 互动
ABSTRACT
Teaching is closely linked with learning. Effective teaching will lead to high efficiency
of students’ learning. Classroom teaching is the basic form of college English teaching.
A classroom is the main place where students communicate with each other as well as
with their teachers, and practice their language skills. Generally speaking, there are
three kinds of students in teachers’ eyes, excellent, average and poorly-performing
students. Although their academic performance and ability are different, these students
cherish different learning needs and motivations, which require teachers to have a good
knowledge of them and meet their needs.
As effective teachers, they should know clearly their roles and responsibilities. They
should have constructive interactions with students. There are also three kinds of
teachers: explainers, involvers and enablers. These three types of teachers practise two
modes of teaching patterns, that is, teacher-centered pattern and student-centered
pattern.
The traditional teaching mode is a teacher-centered pattern, in which teachers give
lectures and students take notes without much expression and communication in
classroom interactions. However, various classroom experiments have proved that the
student-centered teaching pattern has so many advantages. It helps teachers design
effective instruction for every member in the classroom, no matter what his or her
diverse learning needs are. By nature, student-centered teaching is adaptable in meeting
the needs of every student. It also promotes more communication in the classroom, by
which students get improved in actively producing meaningful conversations and they
take a more direct route to fluency than they would take.
Whatever the pattern is, teachers’ encouraging discourses are vital to students,
especially to those average and poorly-performing ones during creating an effective
learning environment. The words of encouragement refer to those evaluative and
emotive ones, caring about how a particular student feels, and getting him or her feel
encouraged. To put it in a simple way, encouraging discourses are those verbal
expressions which make a particular person feel encouraged, more confident and filled
with hope. From the perspective of pragmatics, encouraging discourses involve speech
acts constructing and understanding in context, by which we will know that encouraging
discourses happen under certain situations with certain intentions. However, teachers’
encouraging mode is not enough in teaching and learning. This thesis also elaborates on
another two modes of encouragement, that is, students encouraging teachers and
students encouraging each other within a classroom.
The first half of this thesis introduces some theories of educational psychology,
including the application of the Pygmalion Effect in classroom, and the pragmatic
analysis of encouraging discourses. The second half of this thesis mainly introduces
three kinds of encouraging patterns in classroom interactions, that is, teacher-student
encouragement, student-teacher encouragement and student-student encouragement. In
addition, various kinds of examples will be used to further note the importance of
encouragement in classroom interactions. Apart from the above contents, the final
chapter also offers some points that should be paid attention to when using
encouragement, such as the difference between praise and encouragement, how to strike
a balance between correction and encouragement, and the different use of
encouragement to poorly-performing students according to their different aptitudes.
Key words: encouraging discourses, teaching, learning, teachers,
students, classroom, interaction
Table of Contents
摘要
ABSTRACT
Introduction .......................................................................................................................1
Chapter 1 Teaching and Learning ..................................................................................... 4
§1.1 What is teaching? ...............................................................................................4
§1.2 What is learning? ............................................................................................... 4
§1.3 The relationship between teaching and learning ................................................4
§1.4 Three types of students in a class .......................................................................5
§1.4.1 Features of excellent students .................................................................. 5
§1.4.2 Features of average students .................................................................... 6
§1.4.3 Features of poorly-performing students ...................................................7
§1.4.4 Teachers’ general attitudes towards three types of students .....................7
Chapter 2 The Pygmalion Effect .......................................................................................8
§2.1 The definition of the Pygmalion effect .............................................................. 8
§2.2 The origin of the Pygmalion effect .................................................................... 8
§2.3 A practical application of the Pygmalion effect .................................................9
§2.4 Pygmalion in the classroom ............................................................................. 10
Chapter 3 Educational Psychology ................................................................................. 12
§3.1 What is educational psychology? .....................................................................12
§3.2 About learning ................................................................................................. 12
§3.2.1 Cognitive learning ..................................................................................13
§3.2.2 Attitudes to learning ...............................................................................14
§3.2.3 Maslow’s hierarchy of needs ................................................................. 14
§3.2.4 Motivation of learning ........................................................................ 16
§3.2.4.1 The definition of motivation ........................................................ 16
§3.2.4.2 Extrinsic and intrinsic motivation ................................................16
§3.2.4.3 The use of incentives ................................................................... 16
§3.2.4.4 Expectancy Theories of Motivation .............................................17
§3.2.4.5 Achievement motivation .............................................................. 17
§3.2.4.6 Teacher expectations of student achievement ..............................17
§3.2.4.7 Some ways for motivating students ............................................. 18
§3.3 About teaching ................................................................................................. 20
§3.3.1 Three kinds of teacher ............................................................................20
§3.3.1.1 Teacher A: the explainer .............................................................. 20
§3.3.1.2 Teacher B: the involver ................................................................21
§3.3.1.3 Teacher C: the enabler ................................................................. 21
§3.3.2 Effective teachers ...................................................................................22
§3.3.3 Teachers’ roles and responsibilities ....................................................... 23
§3.3.3.1 The roles of teachers .................................................................... 23
§3.3.3.2 The responsibilities of teachers ....................................................24
§3.3.4 Teacher-student interaction .................................................................25
§3.3.4.1 Attitudes toward various students ............................................. 26
§3.3.4.2 Teacher-expectation effects ...................................................... 26
§3.3.5 Student-student interaction .................................................................... 27
Chapter 4 The Application of Pragmatics to the Act of Encouragement ........................ 29
§4.1 Speech act theory ............................................................................................. 29
§4.1.1 Three parts of a speech act .....................................................................29
§4.1.1.1 Locutionary act ......................................................................... 30
§4.1.1.2 Illocutionary act ........................................................................ 30
§4.1.1.3 Perlocutionary act ..................................................................... 30
§4.2 About context ................................................................................................30
§4.3 What are encouraging discourses? ...................................................................31
§4.3.1 Definition of encouraging discourses .................................................... 31
§4.3.2. Social, cultural and psychological backgrounds of encouraging
discourses .......................................................................................................... 31
§4.3.2.1 Social needs for encouraging discourses ..................................... 31
§4.3.2.2 Cultural needs for encouraging discourses .................................. 33
§4.3.2.3 Psychological needs for encouraging discourses .........................33
§4.3.3 Examples of encouraging discourses in classroom ................................34
§4.4 Microcosmic and macroscopic effects of encouraging discourses .................. 36
§4.5 The pragmatic analysis of the encouraging discourses ....................................37
§4.5.1 The constitution of an encouraging discourse ....................................... 37
§4.5.2 Contexts under which encouraging discourses happen ......................... 38
Chapter 5 Three Different Modes of Encouraging Discourses .......................................39
§5.1 Teachers encouraging students ........................................................................ 39
§5.1.1 Teachers’ attributions regarding low achievement .................................39
§5.1.2 The transition from teacher-centered classroom to student-centered
classroom .......................................................................................................... 40
§5.1.2.1 The teacher-centered pattern ........................................................40
§5.1.2.2 The student-centered pattern ........................................................41
§5.1.2.3 The advantages of student-centered pattern over teacher-centered
one ..............................................................................................................41
§5.1.2.4 Creating the student-centered teaching ........................................ 43
§5.1.3 The characteristic of teachers’ discourses ..............................................43
§5.1.4 A questionnaire to evaluate the application of encouraging discourses in
university classroom ......................................................................................... 44
§5.1.4.1 The content of the questionnaire ..................................................44
§5.1.4.2 The data statistics of the questionnaire ........................................ 46
§5.1.4.3 The conclusion from the data statistics ..................................... 47
§5.1.4.4 The examples of implementing encouragement in university
classrooms ..................................................................................................48
§5.1.5 A few techniques about encouraging students teachers can use in
classrooms .........................................................................................................49
§5.2 Students encouraging teachers ...................................................................... 51
§5.2.1 Necessity of encouraging teachers .........................................................51
§5.2.2 Examples of encouraged teachers .......................................................... 52
§5.3 Students encouraging students ......................................................................... 53
§5.3.1 Excellent students encouraging poorly-performing ones ...................... 53
§5.3.2 Poorly-performing students encouraging excellent ones ....................... 54
§5.3.3 Average students encouraging average students ....................................54
§5.3.4 Poorly-performing students encouraging each other ............................. 55
§5.3.4.1 Big-fish-little-pond effect ............................................................ 55
§5.3.4.2 The implications of the BFLPE for academically disadvantaged
students ...................................................................................................... 56
Chapter 6 Some Applications in Using Encouragement .................................................57
§6.1 Encouragement and praise ............................................................................... 57
§6.1.1 The different characteristics of praise and encouragement ....................57
§6.1.2 Using the praise cautiously .................................................................... 57
§6.1.3 Examples showing the differences between praise and encouragement 58
§6.2 Striking a balance between correction and encouragement ............................. 59
§6.3 The necessity of mastering the moderation of using encouraging discourses . 60
§6.4 Encouraging those poorly-performing students in accordance with their
aptitudes ................................................................................................................... 61
§6.4.1 Encouraging self-abandoned students ....................................................62
§6.4.2 Encouraging “dilemma” students .......................................................... 63
§6.4.3 Encouraging those self-righteous students .............................................64
Bibliography ................................................................................................................... 67
在读期间公开发表的论文和承担科研项目及取得成果 .............................................70
Acknowledgements .........................................................................................................71
摘要：

摘要教与学是紧密联系在一起的，教学的有效性将会产生学生学习的高效率。课堂教学是大学英语教学的基本模式。通常意义上，教室是学生与教师以及学生之间互相交流的场所。在老师眼中，通常有三种类型的学生－优秀学生、中等学生、差学生。尽管这些学生的学习表现及能力不尽相同，但是他们都有各种学习需求及动机，教师要很好地了解他们，以满足不同的学习动机。教学有效的教师必须清楚地明确自己的角色与责任，他们应与学生有良好的互动。事实上，也有三种类型的老师，他们是解释书本的人、参与者以及使作者。这三种类型的老师体现了两种教学模式，即以教师为中心的模式和以学生为中心的模式。传统的教学模式就是以教师为中心的模式，即老师讲课，...

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作者：陈辉 分类：高等教育资料 价格：15积分 属性：77 页 大小：689.74KB 格式：PDF 时间：2024-11-19

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