摘要
运用教师话语自评框架(SETT)分析四类课堂互动模式中的教师话语特征发现,在"任务式"的教学语境中,管理模式的教师话语贯穿整个教学过程,清晰准确的指令是保证学习者顺利参与、完成课堂活动的前提;在听说课程中,教师较少使用直接修正策略,而是更加关注学习者语言的流利度和内容性。
This study analyzes interactional modes and features of teacher talk from the perspective of SETT(SelfEvaluation of Teacher Talk)framework.Findings reveals that managerial mode occurs through the classroom interaction in the"task-based"teaching context.The clear and accurate instructions are the basis of learners’participation in the classroom activities.In the course of Listening and Speaking,direct repair strategy was rarely used,and the teacher focuses more on the fluency and content of learners’contribution.
作者
王琰
苏洁
Wang Yan;Su Jie(Department of Foreign Languages and Literature,Lanzhou University of Arts and Sciences,Lanzhou Gansu,730000,China;Students’Affairs Office,Lanzhou City University,Lanzhou Gansu 730070,China)
出处
《天水师范学院学报》
2019年第6期119-122,共4页
Journal of Tianshui Normal University
基金
甘肃省“十三五”教育科学规划项目“甘肃省普通高校外语教师课堂话语模式研究”(GS[2018]GHBBK034)阶段性成果.
关键词
教师话语自评框架
课堂互动
教师话语
话语分析
Self-Evaluation of Teacher Talk
classroom interaction
teacher talk
discourse analysis
作者简介
王琰(1985-),女,甘肃兰州人,兰州文理学院外语学院讲师,硕士。
