对高中英语阅读课堂上教师话语的研究
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摘要
作为学习外语的主要输入方式之一,阅读在英语学习中有着重要地位。阅读能力的高低不仅影响英语学习者对输入材料的理解和有效信息的吸收,而且影响输出材料的顺畅和质量高低。由于阅读在英语学习中的重要作用,阅读教学一直倍受重视。
在外语和第二语言习得过程中,教师话语对学生的语言习得至为关键。教师课堂话语的数量和质量影响甚至决定课堂教学的成败,这不仅因为教学内容,教学策略要通过完美的教师话语才能得到有效传播和达到理想的教学效果,还因为教师话语本身起着对目的语的使用的示范作用,是学生语言输入的一个重要途径。
目前,国外学者对教师话语的研究大多注重其作为语言输入所具有的种种特征,如语速、语调、词汇、句法、语篇方面的调整(Chaudron,1988);我国的外语教学多年来一直强调以内容和结果为中心,注重知识的获得,对外语课堂过程本身尚未给予足够关注,系统的调查研究更是缺乏。
由于上述原因,笔者觉得有必要进一步考察中国语境下的高中英语阅读课堂教师话语的特征,帮助高中英语教师去认识怎样的课堂话语更有利于学生的语言习得,更能培养阅读策略,并为改进和评价教学以及教师培训提供重要的依据和启示。
笔者分层随机选取了荆州市3所高中9位高一英语教师,首先对其阅读教学课堂过程进行观察、录音并将部分内容转写成文字材料;然后对9个班400位学生进行问卷调查,最后对教师进行简单访谈,试图对其反映出的教师话语从四个方面进行研究,并发现阅读课堂上教师话语存在的问题,探索一些可行的解决途径。这四个方面是:
1.从教师话语看教师引导学生采用了怎样的阅读模式?
2.教师的话语量;
3.课堂上教师针对阅读理解所提的提问是否有效地对学生阅读策略进行了培养?
4.问题提出后,教师的话语是否促进了师生互动,从而促进学生习得二语?
研究结果显示:
1.教师在课堂上主要培养了学生自上而下的阅读模式。
2.阅读课堂上教师话语量远超过学生话语量,高中英语阅读课仍然以教师为中心。
3.教师提问中展示性问题多,教师的提问倾向于以指定学生回答、学生集体回答的方式进行,而且普遍的教师提问后等待时间较短。
4.教师以积极的正面反馈为主,但形式单一。
笔者还尝试着分析了造成上述结果的诸多因素,如教师自身的业务水平有待进一步提高;教师的信念;学生的语言能力和学习理念;教师授课的班级规模;现行的教育政策等。并提出了衷恳的建议,如改变教师在课堂上的角色,合理规划教师话语,改变单一的提问模式,对回答积极反馈多样化。
本研究尚有许多不足之处,如由于现实的困难,本研究所调查的对象只局限于某一地区,只局限于高一年级,所分析的材料只来源于9位教师的授课实录,因而所得出的结论是否适用于其他地区还有待进一步验证。另外,笔者水平有限导致研究不够深入全面,数据的获得所采用的测量工具也不够全面等等。
As one of the main means of inputting languages, reading plays an important part in learning English. The reading levels not only influence the learners' understanding of the input materials and the absorbing of the useful information, but also have an effect on the smoothness and quality of the output materials. Because of the importance of reading in learning English, the teaching of reading has been paid much attention to.
The traditional analyses of classroom discourse tended to put focus on the features of teacher talk only for language input purpose, namely, instructional purpose. The focus was on tempo of speech, pause, intonation, stress and adjustments on the level of vocabulary, syntactic structure and text (Chaudron, 1988).
Although there has been an increasing amount of study on classroom teacher talk in western countries, little has been conducted in China to examine the features of teacher talk. There exists a shortage of empirical studies concerning the following aspects of teacher talk: the amount and type of teacher talk, frequency and types of teachers' questions, teachers' feedback to learner's performance.
For the reasons mentioned above, the current study aims at exploring the features of teacher talk in English reading in senior high middle schools in China, with the specific purpose to provide some pedagogical suggestions to the Chinese English teachers on what types of teacher talk would be beneficial to learner's language acquisition and therefore would be employed in classroom teaching. It also aims to shed some light on teacher training and development.
The subjects involved were 9 teachers giving lectures in English reading lessons from 3 different high schools in Jingzhou City. The teachers' teaching processes were audio-recorded and some of the recorded materials were transcribed into written record to be used for analyses. Meanwhile, also involved in this study were 405 students attending the lectures . They were asked to respond the questionnaire on English classroom teacher talk. This questionnaire was composed of 11 items and was administered to collect information on the use of teacher talk in classroom, attempting to lend some support to the results of the transcription analysis. The findings are summarized as follows:
With regard to the amount of teacher talk and student talk in the 9 classrooms under investigation, the study indicates that there is a preference of teacher talk over student talk.
As to the frequency of the use of display questions and referential questions, display questions are reported as being used more frequently than referential questions.
Concerning the frequency of praises offered by teachers, the study demonstrates that all teachers prefer positive feedback over negative feedback.
After the study, some suggestions are given, such as , English teachers had better use appropriate teacher talk, ask more referential questions initiatively, provide varieties of positive and effective feedback.
Limitations and suggestions for the future research are also discussed in the study. For example, due to the practical difficulties involved in the task of audio-recording , the subjects were chosen only in 9 middle schools in Jingzhou City. In addition, multiple techniques for data collection should be used to get more accurate results. Consequently, the results obtained in the present study leave much to be verified and improved. It is hoped that more accurate results would be obtained in the future research.
在外语和第二语言习得过程中,教师话语对学生的语言习得至为关键。教师课堂话语的数量和质量影响甚至决定课堂教学的成败,这不仅因为教学内容,教学策略要通过完美的教师话语才能得到有效传播和达到理想的教学效果,还因为教师话语本身起着对目的语的使用的示范作用,是学生语言输入的一个重要途径。
目前,国外学者对教师话语的研究大多注重其作为语言输入所具有的种种特征,如语速、语调、词汇、句法、语篇方面的调整(Chaudron,1988);我国的外语教学多年来一直强调以内容和结果为中心,注重知识的获得,对外语课堂过程本身尚未给予足够关注,系统的调查研究更是缺乏。
由于上述原因,笔者觉得有必要进一步考察中国语境下的高中英语阅读课堂教师话语的特征,帮助高中英语教师去认识怎样的课堂话语更有利于学生的语言习得,更能培养阅读策略,并为改进和评价教学以及教师培训提供重要的依据和启示。
笔者分层随机选取了荆州市3所高中9位高一英语教师,首先对其阅读教学课堂过程进行观察、录音并将部分内容转写成文字材料;然后对9个班400位学生进行问卷调查,最后对教师进行简单访谈,试图对其反映出的教师话语从四个方面进行研究,并发现阅读课堂上教师话语存在的问题,探索一些可行的解决途径。这四个方面是:
1.从教师话语看教师引导学生采用了怎样的阅读模式?
2.教师的话语量;
3.课堂上教师针对阅读理解所提的提问是否有效地对学生阅读策略进行了培养?
4.问题提出后,教师的话语是否促进了师生互动,从而促进学生习得二语?
研究结果显示:
1.教师在课堂上主要培养了学生自上而下的阅读模式。
2.阅读课堂上教师话语量远超过学生话语量,高中英语阅读课仍然以教师为中心。
3.教师提问中展示性问题多,教师的提问倾向于以指定学生回答、学生集体回答的方式进行,而且普遍的教师提问后等待时间较短。
4.教师以积极的正面反馈为主,但形式单一。
笔者还尝试着分析了造成上述结果的诸多因素,如教师自身的业务水平有待进一步提高;教师的信念;学生的语言能力和学习理念;教师授课的班级规模;现行的教育政策等。并提出了衷恳的建议,如改变教师在课堂上的角色,合理规划教师话语,改变单一的提问模式,对回答积极反馈多样化。
本研究尚有许多不足之处,如由于现实的困难,本研究所调查的对象只局限于某一地区,只局限于高一年级,所分析的材料只来源于9位教师的授课实录,因而所得出的结论是否适用于其他地区还有待进一步验证。另外,笔者水平有限导致研究不够深入全面,数据的获得所采用的测量工具也不够全面等等。
As one of the main means of inputting languages, reading plays an important part in learning English. The reading levels not only influence the learners' understanding of the input materials and the absorbing of the useful information, but also have an effect on the smoothness and quality of the output materials. Because of the importance of reading in learning English, the teaching of reading has been paid much attention to.
The traditional analyses of classroom discourse tended to put focus on the features of teacher talk only for language input purpose, namely, instructional purpose. The focus was on tempo of speech, pause, intonation, stress and adjustments on the level of vocabulary, syntactic structure and text (Chaudron, 1988).
Although there has been an increasing amount of study on classroom teacher talk in western countries, little has been conducted in China to examine the features of teacher talk. There exists a shortage of empirical studies concerning the following aspects of teacher talk: the amount and type of teacher talk, frequency and types of teachers' questions, teachers' feedback to learner's performance.
For the reasons mentioned above, the current study aims at exploring the features of teacher talk in English reading in senior high middle schools in China, with the specific purpose to provide some pedagogical suggestions to the Chinese English teachers on what types of teacher talk would be beneficial to learner's language acquisition and therefore would be employed in classroom teaching. It also aims to shed some light on teacher training and development.
The subjects involved were 9 teachers giving lectures in English reading lessons from 3 different high schools in Jingzhou City. The teachers' teaching processes were audio-recorded and some of the recorded materials were transcribed into written record to be used for analyses. Meanwhile, also involved in this study were 405 students attending the lectures . They were asked to respond the questionnaire on English classroom teacher talk. This questionnaire was composed of 11 items and was administered to collect information on the use of teacher talk in classroom, attempting to lend some support to the results of the transcription analysis. The findings are summarized as follows:
With regard to the amount of teacher talk and student talk in the 9 classrooms under investigation, the study indicates that there is a preference of teacher talk over student talk.
As to the frequency of the use of display questions and referential questions, display questions are reported as being used more frequently than referential questions.
Concerning the frequency of praises offered by teachers, the study demonstrates that all teachers prefer positive feedback over negative feedback.
After the study, some suggestions are given, such as , English teachers had better use appropriate teacher talk, ask more referential questions initiatively, provide varieties of positive and effective feedback.
Limitations and suggestions for the future research are also discussed in the study. For example, due to the practical difficulties involved in the task of audio-recording , the subjects were chosen only in 9 middle schools in Jingzhou City. In addition, multiple techniques for data collection should be used to get more accurate results. Consequently, the results obtained in the present study leave much to be verified and improved. It is hoped that more accurate results would be obtained in the future research.
引文
Allfight,D.,and Bailey,K.M.Focus on the Language Classroom:An Introduction to Classroom Research for Language Teachers[M].Cambridge:CambridgeUniversity Press,1991.
Block,E.L.The Comprehension Strategies of Second Language Readers[J].TESOL Quarterly 1986,(3):20-24.
Chaudron,C.Second Language Classroom:Research on Teaching and Learning[M].Cambridge:Cambridge University Press,1988.
Colin,Peacock.Classroom Skills in English Teaching;A Self-Appraisal Framework[M].New York:Blackwell Publishers Ltd,1990.
Doff,Adrain.Teaching English:Trainer's Handbook[M].Cambridge:Cambridge University Press,1988.
Ellis,Rod.Understanding Second Language Acquisition[M].Oxford:Oxford University Press,1985.
Hosenfeld,C.A Preliminary Investigation of the Reading Strategies of Successful and Nonsuccessful Second Language Leaners[J].System,1997,(5):13-16.
Johnson,K.and Johnson,H.Encyclopedic Dictionary of Applied Linguitics:A handbook for Language Teaching[M].NY:Blackwell Publishers Ltd.,1998.
Krashen,D.Stephen.Principles and Practice In Second Language Acquisition[M].Prentice Hall,1987.
Nuttall,Christine.Teaching Reading Skills In A Foreign Language[M].上海:上海外语教育出版社.2002.
Nunan,David.Language Teaching Methodology:A Textbook for Teachers[M].UK:Prentice Hall International Ltd,1991.
Nunan,David.Second Language Teaching and Learning[M].NY:Heinle and Heinle Publishers,1999.
Oxford,R.Language Learning Strategies:What Every Teacher Should Know[M].Rowley Mass:Newbury House,1990.
Pritchard,R.The Effects of Cultural Schemata on Reading Processing Strategies[J].Reading Research Quarterly,1990,(6):273-295.
Vivian,Cook.Second Language Learning and Language Teaching[M].Beijing:Foreign Language Teaching and Research Press,2002.
Shrum,L.Judith.,and Glisan,W.Eileen.Teacher's Handbook:Contextualized Language Instruction[M].北京:外语教学于研究出版社,2004.
Scrivener,Jim.Learning Teaching:A Guidebook for English Language Teachers [M].上海:上海外语教育出版社,2002.
丁言仁.第二语言习得研究与外语教学[M].上海:上海外语教育出版社,2002.
黄朝恒.大学英语课堂教师话语研究[D].华中师范大学,2005.
教育部.全日制义务教育普通高级中学英语课程标准(实验稿)[Z].北京:人民教育出版社,2001.
蒋景阳.外语课堂交际活动研究[M].浙江大学出版社,2006.
刘丹丹.中国英语学习者的阅读策略研究[J].外语界,2002(6):13-16.
李炯英、秦智娟.第二语言阅读策略研究30年:回顾与展望[J].国外外语教学,2005,(4):43-49.
李丽.通过培养良好的阅读策略提高英语阅读能力[J].沈阳教育学院报,2006,(1):78-80.
李力et al主编.策略 风格 归因:学会学英语[M].上海:上海外语教育出版社,2005.
刘润清.外语教学中的科研方法[M].北京:外语教学与研究出版社,1999.
李岳秋.中学生英语阅读习惯调查报告[J].基础教育外语教学研究,2003,(12):31-34.
马丁.韦德尔、刘润清.外语教学与学习:理论与实践(英汉对照)[M].北京:高等教育出版社,1996.
梅德明.大中小学学英语教学现状调查[M].上海:上海外语教育出版社,2004.
沈育英.外语课堂教师话语研究现状与展望[D].华南农业大学外国语学院,2003.
谭云杰et al主编.科学的阅读方法:英语方法论----多视角.综合性的英语学习方法[M].长沙:中南大学出版,2003.
汪精玲.阅读模式及其对英语阅读教学的启示[J].伊犁师范学院学报,2001,(1):53-56.
王晓霞.论教师话语场域效应及其时代内涵[J].安徽工业大学学报,2006,(4):130-131.
王英男、许炜.以学生为中心的大学英语教学模式中的教师话语[J].北京工业大学学报,2005,(9):101-105.
袁永菊、 杨慧.英语阅读策略有效性研究调查报告[J].科技进步与对策,2002,(9):36-38.
赵晓红.大学英语阅读课教师话语的调查与分析[J].外语界,1996,(4):17-22.
周星、周韵.大学英语课堂教师话语的调查与分析[J].外语教学与研究,2002,(1):59-66.
Block,E.L.The Comprehension Strategies of Second Language Readers[J].TESOL Quarterly 1986,(3):20-24.
Chaudron,C.Second Language Classroom:Research on Teaching and Learning[M].Cambridge:Cambridge University Press,1988.
Colin,Peacock.Classroom Skills in English Teaching;A Self-Appraisal Framework[M].New York:Blackwell Publishers Ltd,1990.
Doff,Adrain.Teaching English:Trainer's Handbook[M].Cambridge:Cambridge University Press,1988.
Ellis,Rod.Understanding Second Language Acquisition[M].Oxford:Oxford University Press,1985.
Hosenfeld,C.A Preliminary Investigation of the Reading Strategies of Successful and Nonsuccessful Second Language Leaners[J].System,1997,(5):13-16.
Johnson,K.and Johnson,H.Encyclopedic Dictionary of Applied Linguitics:A handbook for Language Teaching[M].NY:Blackwell Publishers Ltd.,1998.
Krashen,D.Stephen.Principles and Practice In Second Language Acquisition[M].Prentice Hall,1987.
Nuttall,Christine.Teaching Reading Skills In A Foreign Language[M].上海:上海外语教育出版社.2002.
Nunan,David.Language Teaching Methodology:A Textbook for Teachers[M].UK:Prentice Hall International Ltd,1991.
Nunan,David.Second Language Teaching and Learning[M].NY:Heinle and Heinle Publishers,1999.
Oxford,R.Language Learning Strategies:What Every Teacher Should Know[M].Rowley Mass:Newbury House,1990.
Pritchard,R.The Effects of Cultural Schemata on Reading Processing Strategies[J].Reading Research Quarterly,1990,(6):273-295.
Vivian,Cook.Second Language Learning and Language Teaching[M].Beijing:Foreign Language Teaching and Research Press,2002.
Shrum,L.Judith.,and Glisan,W.Eileen.Teacher's Handbook:Contextualized Language Instruction[M].北京:外语教学于研究出版社,2004.
Scrivener,Jim.Learning Teaching:A Guidebook for English Language Teachers [M].上海:上海外语教育出版社,2002.
丁言仁.第二语言习得研究与外语教学[M].上海:上海外语教育出版社,2002.
黄朝恒.大学英语课堂教师话语研究[D].华中师范大学,2005.
教育部.全日制义务教育普通高级中学英语课程标准(实验稿)[Z].北京:人民教育出版社,2001.
蒋景阳.外语课堂交际活动研究[M].浙江大学出版社,2006.
刘丹丹.中国英语学习者的阅读策略研究[J].外语界,2002(6):13-16.
李炯英、秦智娟.第二语言阅读策略研究30年:回顾与展望[J].国外外语教学,2005,(4):43-49.
李丽.通过培养良好的阅读策略提高英语阅读能力[J].沈阳教育学院报,2006,(1):78-80.
李力et al主编.策略 风格 归因:学会学英语[M].上海:上海外语教育出版社,2005.
刘润清.外语教学中的科研方法[M].北京:外语教学与研究出版社,1999.
李岳秋.中学生英语阅读习惯调查报告[J].基础教育外语教学研究,2003,(12):31-34.
马丁.韦德尔、刘润清.外语教学与学习:理论与实践(英汉对照)[M].北京:高等教育出版社,1996.
梅德明.大中小学学英语教学现状调查[M].上海:上海外语教育出版社,2004.
沈育英.外语课堂教师话语研究现状与展望[D].华南农业大学外国语学院,2003.
谭云杰et al主编.科学的阅读方法:英语方法论----多视角.综合性的英语学习方法[M].长沙:中南大学出版,2003.
汪精玲.阅读模式及其对英语阅读教学的启示[J].伊犁师范学院学报,2001,(1):53-56.
王晓霞.论教师话语场域效应及其时代内涵[J].安徽工业大学学报,2006,(4):130-131.
王英男、许炜.以学生为中心的大学英语教学模式中的教师话语[J].北京工业大学学报,2005,(9):101-105.
袁永菊、 杨慧.英语阅读策略有效性研究调查报告[J].科技进步与对策,2002,(9):36-38.
赵晓红.大学英语阅读课教师话语的调查与分析[J].外语界,1996,(4):17-22.
周星、周韵.大学英语课堂教师话语的调查与分析[J].外语教学与研究,2002,(1):59-66.
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