英语专业口语课堂本族语教师话语互动特征研究

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摘要

教师话语指教师在课堂上从事教学和传播知识所使用的特殊语言，它有其自

身的形式和互动特征。在外语课堂上教师话语的重要性，不仅体现在其对课堂的

组织和管理功能，更体现为它是学习者习得语言的重要途径。

随着我国高校英语教学改革的逐步深入，诸多院校开始起用本族语教师以提

高学生(尤其是英语专业学生)的实际语言运用能力。目前，许多中国高校英语专

业口语课堂实现了“外教化”。然而大学生能适应本族语教师的课堂吗？本族语

教师能与中国学生良好相处并达到他们的期望值吗？本文作者旨在通过课堂观

察对本族语教师话语特征进行分析，找出长处和不足，以帮助提高英语口语课堂

的实际教学效果。

作者在前人研究的基础上设计了模型，具体从七个维度描述分析本族语教师

口语课堂的互动特征，即师生话比、话轮交换情况、课堂互动模式、话题控制、

提问方式、反馈方式和互动协商。作者从课堂观察、课堂录像和课后访谈三个方

面收集数据进行分析，结果如下。

教师的话语量低于学生的话语量。学生的话轮多于教师话轮，但学生不善于

主动发起话轮。本族语教师多采用I-R-F模式作为主要的互动模式，即由教师提

问发起互动，学生回答，教师做出反馈。虽然预设性问题和非预设性问题都能提

高学生的话语输出，但本族语教师倾向于使用预设性问题。本族语教师喜欢提参

考性问题，学生也能提供合理的回答。但大多数时间师生遵循I-R-F模式，话轮

交替互动过程较短。本族语教师经常使用简单反馈，且反馈方式缺乏创造力。互

动协商运用有所欠缺。

虽然作者精心设计并实施这项研究，但还有不完善之处。本文权当抛砖引玉，

希望可以引起更多学者在这一领域的思考。

关键词：教师话语互动特征英语口语课堂英语专业学生本族语教师

iii

ABSTRACT

Teacher talk is the special language which teachers use in pursuing language

teaching and spreading knowledge, and it has unique form and interaction features.

The importance of teacher talk in the foreign language classroom is not only

embodied in the organization of the classroom, but also embodied in its importance

for learners during the language acquisition process.

Along with the development of English teaching in Chinese universities, native

teachers have been employed in the classroom to enhance the language use ability of

students, especially English majors. At present, authorities of many universities have

employed native teachers to teach oral English classes for English majors. But do

college students get accustomed to the native teacher class? Do native teachers get

along with Chinese students well and teach to their expectation? From the observation

of native teachers’ classes, the author attempts to analyze the advantages and

shortcomings of interaction features of native teachers, in order to help improve the

teaching quality of the Oral English Course conducted by them.

This study is carried out on the basis of the author’s model, covering the

following aspects: ratio of speech between teacher and students, turn-taking,

interaction pattern, topic management, question type, feedback and interactional

negotiation. Data was collected from classroom observation, class video-recording

and after-class interview. The following describes the results.

The amount of teacher talk is less than that of students. Students take more turns

than teachers, but students are not accustomed to initiating turns. Native teachers

mainly adopt I-R-F as their pattern of interaction, namely, the native teacher initiates a

question, the students answer it and the teacher makes comments on the answer. Both

the planned and unplanned questions can increase language output, but native teachers

prefer planned questions in classroom teaching. Native teachers are inclined to use

referential questions, and students can provide reasonable answers. But most of the

time, teachers and students follow the I-R-F model so much that they seldom make

many turn-taking activities. Native teachers often give simple feedback and their

feedback is lacking in creativity. Interactional negotiation is not always held

appropriately.

Though the author has made great efforts to devise and carry out this study, it is

far from perfect. This study, therefore, serves as an invitation to further research in

this field.

Key Words: teacher talk interaction feature oral English class

English majors native language teacher

List of Acronyms

ELT English language teaching

FC feedback with comments

FE feedback with elicitation

I-R-F Initiation-Response-Feedback

NST number of students’ turns

NTT number of teacher’s turns

P percentage of teacher’s turns

SF simple feedback

SLA second language acquisition

STT student talk time

T teacher

TF total feedback

TNT total number of turns

T-S teacher-student

TT teacher talk

TTT teacher talk time

ZPD zone of proximal development

List of Tables

Table 2.1 Taxonomy of Functions of Teacher Questions .............................................11

Table 3.1 Classification of Teacher Feedback ............................................................. 27

Table 4.1 Personal Information of Native Teachers .....................................................29

Table 5.1 Ratio of Speech between Teacher and Students ...........................................31

Table 5.2 Turn-taking Distribution .............................................................................. 34

Table 5.3 Student-initiated Interaction ........................................................................ 39

Table 5.4 Distribution of Question Types ....................................................................41

Table 5.5 Comparison between Question and Interaction ........................................... 42

Table 5.6 Distribution of Teacher Feedback ................................................................43

Table 5.7 Percentage of Simple Feedback ................................................................... 44

Table 5.8 Feedback with Comments ............................................................................45

Table 5.9 Feedback with Elicitation ............................................................................ 46

Table 5.10 Distribution of Three Modes of Interactional Negotiation ........................ 47

Table 5.11 Proportion of Interactional Negotiation ..................................................... 48

vii

List of Figures

Figure 3.1 Krashen’s Input Hypothesis ....................................................................... 14

Figure 3.2 Long’s Model of Conversational Adjustments and Language Acquisition 16

Figure 3.3 Williams and Burden’s Social Constructivist Theory ................................ 20

Figure 3.4 Interaction Feature Model of Native Teacher Talk .....................................21

Contents

Acknowledgements ....................................................................................................... i

摘要 ........................................................................................................................... ii

ABSTRACT ................................................................................................................ iii

List of Acronyms .......................................................................................................... v

List of Tables ............................................................................................................... vi

List of Figures............................................................................................................ vii

Chapter One Introduction .......................................................................................... 1

1.1 Background of the Study ......................................................................................1

1.2 Significance of the Study ..................................................................................... 2

1.3 Configuration of the Study ...................................................................................3

Chapter Two Literature Review .................................................................................4

2.1 Features of Oral English Teaching ....................................................................... 4

2.1.1 Oral Production ..............................................................................................4

2.1.2 Teaching Aim .................................................................................................5

2.1.3 Turn-taking .................................................................................................... 5

2.2 Research on Classroom Interaction ......................................................................6

2.2.1 Student-student Interaction ............................................................................7

2.2.2 Teacher-student Interaction ............................................................................7

2.3 Research of Teacher Talk ..................................................................................... 8

2.3.1 Definition of Teacher Talk ............................................................................. 8

2.3.2 Previous Studies on Features of Teacher Talk ............................................... 9

Chapter Three Study Basis ....................................................................................... 13

3.1 Research Modes on Teacher Talk .......................................................................13

3.1.1 Behaviorism Theory .................................................................................... 13

3.1.2 Input Hypothesis ..........................................................................................14

3.1.3 Interaction Hypothesis ................................................................................. 16

3.1.4 Output Hypothesis ....................................................................................... 17

3.1.5 Sociocultural Theory ................................................................................... 18

3.1.6 Social Constructivist Theory ....................................................................... 19

3.2 Framework for the Present Research ..............................................................21

3.2.1 Ratio of Speech between Teacher and Students .......................................... 21

3.2.2 Turn-taking .................................................................................................. 22

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摘要：

ii摘要教师话语指教师在课堂上从事教学和传播知识所使用的特殊语言，它有其自身的形式和互动特征。在外语课堂上教师话语的重要性，不仅体现在其对课堂的组织和管理功能，更体现为它是学习者习得语言的重要途径。随着我国高校英语教学改革的逐步深入，诸多院校开始起用本族语教师以提高学生(尤其是英语专业学生)的实际语言运用能力。目前，许多中国高校英语专业口语课堂实现了“外教化”。然而大学生能适应本族语教师的课堂吗？本族语教师能与中国学生良好相处并达到他们的期望值吗？本文作者旨在通过课堂观察对本族语教师话语特征进行分析，找出长处和不足，以帮助提高英语口语课堂的实际教学效果。作者在前人研究的基础上设计了模型，具体从...

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