宁波大学
硕士学位论文
《综合英语》课堂教师话语分析
姓名：***
申请学位级别：硕士
专业：英语语言文学
指导教师：***
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作者: 谢蓉蓉
申请级别：硕士
题目: 《综合英语》课堂教师话语分析
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导师:
学校：宁波大学
《综合英语》课堂教师话语分析
摘要
沪江德语
教师话语（teacher talk）是课堂话语的重要组成部分，对课堂教学的组织及学生的语言习得都至为关键。教师话语不仅起着目的语使用的示范作用，而且
是学生语言输入的又一重要途径。本文主要采用对课堂教学过程进行观察、录
gsm是什么音并转写成文字材料的方式；以宁波三所主要的本科院校英语专业基础课程
《综合英语》课堂十位教师的话语为研究对象；主要研究教师话语量、教师提
问的类型及频率、交互调整的方式及频率和教师课堂交流的话回结构这四方
面，旨在探讨教师话语是否促进学生的二语习得。全文可分为五章：第一章简要介绍了教师话语的研究背景，指出了本研究的目的、意义；第二章详细阐述了与教师话语相关的三个理论基础以及本文所
讨论的教师话语四个
方面的研究状况；第三、四章是本文的主体部分。第三章主要介绍了研究设
计，并对所收集的录音转写材料进行统计分析，得出研究问题的统计结果。第
四章对第三章的结果具体探讨分析，并提出了由讨论所得出的三点启示。第五
章对全文进行总结，并对研究中的局限性进行阐述，提出了进一步研究的建
议。研究调查的结果如下：
1、教师的话语量（37.87%）远远少于学生的话语量（62.13%）。
2、教师在课堂上使用的参考性问题（53.6%）多于展示性问题（46.4%）。
3、教师使用的三种调整方式中，确认核实（63.8%）使用频率最高；其次是澄清请求（23.4%）；最不常使用的方式为理解核实（12.8%）。
4、关于话回结构，研究者发现在研究课程中除了IRF 结构，教学中还普遍存在更复杂的话回，在交互过程中有很多的意义协商。因此得出了新的话回结dairy queen
构：I-R-(N-R)n-(F)n。这也是本研究的创新点。
总之，在所研究的《综合英语》课堂中，教师能运用参考性问题及确认核
狰狞实和澄清请求两种调整方式来加强交流中的意义协商，尽量增加学生的二语输出，促进学生的二语习得。其话回结构则比传统课堂中的话回结构更为复杂。
通过在话回结构加入意义协商的话步可以使新话回应用性更为广泛，且更体现
了该课程的特点，并能引导教师在授课过程中重视意义协商。
关键词：教师话语，课堂话语结构，参考性问题，交互调整
An Analysis of玄孙
Teacher Talk in Comprehensive English Class
Abstract
Teacher talk is one of the esntial parts of classroom discour, which is of crucial importance for the organization of the classroom and the students‘ cond languag e acquisition. Teacher talk not o
nly is a tool to impart knowledge, but also rves as a major source of comprehensible target language input.
In this rearch, the teaching process are obrved and audio-recorded and the recorded materials are transcribed into written record to be ud for analysis. The subjects involved are ten teachers giving lectures of Comprehensive English to English majors in three major Universities in Ningbo. To discuss whether teacher talk facilitating students‘ language acquisi tion, four aspects of teacher talk are studied here: the amount of teacher talk time; the types and frequency of teachers‘questions; the types and frequency of interactional modifications and the exchange structure in classroom interactions. The thesis consists of five chapters:
Chapter one briefly introduces the rearch background, the aims and the significance of the study; Chapter two prents three theoretical foundations and introduces the four aspects of teacher talk in this rearch; Chapter three and four are the main bodies of this thesis. Chapter three introduces the rearch design. And then in this chapter the collected transcriptions are analyzed and the statistical results are found. Chapter four gives a detailed discussion and explanation of the findings shown in chapter three. What‘s more, some implications are given bad on the above findings. Chapter five makes a conclusion and states some limitations in this rearch. Then it puts forward some suggesti
ons for future rearch. The rearch results show that:
1. There is a preference of student talk (6
2.13%) over teacher talk (37.87%).
2. Referential questions (5
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3.6%) have been ud more frequently than display questions (46.4%).
3. Confirmation checks (63.8%) have been ud most significantly, clarification requests (23.4%) list the cond, and the least frequently ud ones are the comprehension checks(12.8%).
4. As to the classroom discour structures studied here, the rearcher finds a new exchange structure, that is I-R-(N-R)n-(F)n, which takes negotiation of meaning into considerations. This structure is an innovative idea in this study.lessthan
In a word, the rearch results show that in the Comprehensive English class under investigation, teachers will u referential questions, confirmation checks and clarification requests
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to promote negotiation of meaning in the interaction, so as to maximize students‘ cond language output and facilitate students‘ cond language acquisition. The exchan ge structures are more complicated than the exchanges in the traditional English classrooms. The adding of the move ―N‖(Negotiation) into the new exchange can make the new exchange structure more applicable and the obrved class more to its characteris tics. What‘s more, it can guide the teachers take negotiation into account during the process of lectures.
Key Words: teacher talk, discour structures，referential questions, interactional modifications
