良好教師話語地特征

1、良好教師話語的特征根據(jù) Robert ONeillT 1999 年 5 月 發(fā)表于 English Language Learning and Teaching 網(wǎng)站上的 文 章 Dogmas & Delusions in Current. EFL Methodology ,良好 的教師話語應(yīng)富有以下特征：.It is broken into sense groups within sentences.It is simplified but not unnatural.The teacher regularly pauses and does other things that encour

2、age or invite students tointerrupt, comment and ask questions.When new vocabulary or structure is taught, the teacher gives typical examplesthatillustrate pragmatic meaning.Theteachergetsregularfeedbackthroughquestionsand other devices.Theteacherconstantly“ scans” thegroupandmaintainseye-contactwith

3、differentmembersof it,and isthusconstantlyalerttonon-verbalas well as verbalindications of incomprehension, problems of attention-spanorpotential disruptive behavior.The teacher gives students chances to interact witheachother as well as with teacher.The teacher constantlyuseslanguagethatiscomprehen

4、sible ,rarely ornever falling below the switch off barrier. In other words, the class may not understand every word but always understandsthe main gist良好的教師話語應(yīng)該具有高度 的互動(dòng)性，教師在英語課堂上不僅僅 是在說話，而是要通過說話啟動(dòng)意義 協(xié)商，鼓勵(lì)學(xué)生進(jìn)行較真實(shí)的師生互 動(dòng)和生生互動(dòng)。因此，英語教師在課 堂上應(yīng)考慮學(xué)生的能力和興趣，盡可 能地增加可理解性輸人，從而為學(xué)生 的輸出創(chuàng)造條件。下面，我們嘗試結(jié) 合具體的課堂實(shí)例進(jìn)行探討：a.教

5、材內(nèi)容John: I need a single room, please.Receptio nist:Its $ 80 anight.John: $80 a night! Sorry, I cant afford that.Receptionist:Why dontyou try the next door? Its cheaper there.b.老師如何教的？看課堂片斷：Teacher: (Puttinga picture of hotel on the board） OK. Whats this?（用簡潔、自然的問題 引出情景。）Students: Its a hote l.Teach

6、er: An expensive hotel?（簡化、自然的提問。）Student 1: Maybe.Teacher: Why do you say that?（意義協(xié)商，引人互動(dòng)，鼓勵(lì)學(xué) 生自行組織語言進(jìn)行交流。）Student l : Its very big.Teacher:Are all bighotels expe nsive?（鼓勵(lì)學(xué)生間的互動(dòng)。）Student 1:In China, yes.Stude nt2 : Especially inYanan, big expensive.hotels are veryTeacher:Yanan,allright.You know, T

7、his hotels in London and its very expe nsive.(Pause ) Now tell me about this hotel, please Li Liwei.(給出例句，通過停頓和提問讓學(xué)生做出反饋，以 了解學(xué)生掌握的情況。)Student3 : Its a big,expe nsive hotel in London.Teacher: Good. Now here comes John （Drawing a man and writing Liverpoolon board）. （Pause ） Do you think he lives in Lo

8、ndon?（轉(zhuǎn)換話題時(shí)稍作 停頓。）Students:No. He lives inLiverpool.（每個(gè)學(xué)生都參與說話。）Teacher: Yes. And where is he now?Students: London:（每個(gè)學(xué)生都參與說話。）Teacher: Right. What else do you know about him?（鼓勵(lì)學(xué)生自行組織語言進(jìn)行交流。Student 4: He doesnt have much mone y.Teacher: Why do you say that?（意義協(xié)商）Student 4: He has poor clothes.Teach

9、er: OK. Now he goes to this hotel and he sees a woman behind the desk. （Pause ） What do we call her in English?（轉(zhuǎn)換話題時(shí)稍作停頓，引 出新的知識(shí)點(diǎn)并引起學(xué)生 的注意。）Students : Receptionist.Teacher: Yes.（板書：receptionist.并放慢語速，達(dá)到強(qiáng)調(diào)一個(gè)新知識(shí)點(diǎn)的作用。）Everybody: Receptionist.Students: Receptionist.Teacher: OK. John wants a roomfor him

10、self. Soa singleor a double room? （為互 動(dòng)創(chuàng)造場景。）Student 6: A single room.Teacher: Yes. Then how does heask?（引導(dǎo)學(xué)生住意真實(shí)場景中的語言形式。）Student 7: Excuse me, madam,could I room?Teacher: Madam?mada m.have a singleProbably notNot to thereceptionist. （提示 并纟斗 錯(cuò)。Student 7: Excuse me, could I have a single room?Teache

11、r: Thats right and very polite in fact. But lets keep it short.（稱贊并提 出要求，以使互動(dòng)更加口語 化。Student 8: Single room.Teacher: Yes, but more polite.（提示。）Student 8 : Single room,please.Teacher: Si ngle or（停頓以鼓勵(lì)學(xué)生自行糾錯(cuò)。）Student8 : A singleroom,please.Teacher:Good. Nowagain,please.（稱贊并要求重復(fù)以 求鞏固。）Student 8 : A sing

12、le room, please.Teacher: （板書： A single room,please:并放慢語速，達(dá)到強(qiáng)調(diào)另一 個(gè)新知識(shí)點(diǎn)的作用。）Everybody.Stude nts: A si ngle room, please. Teacher: Any other ways to ask for a room at a hotel?（進(jìn)行拓展，鼓勵(lì)學(xué)生提問和 互動(dòng)。）Student 9: Can we say Have you got a spare room?”Teacher: （ Pause）But do we say that whe n we ask for a room a

13、t a hotel?（停頓以引起學(xué)生的注意，從而啟動(dòng) 下一階段的意義協(xié)商。）housesStudent 10: No, only inwhen we ask the landlady if we can use a room.Teacher:Yes. Possibly even inhotels if we want to use a room which isnt a bedroomforsomething unusual. （補(bǔ) 充說明，加深印象，激勵(lì) 學(xué)生繼續(xù)通過互動(dòng)進(jìn)行探 索。Student 11: A free room?Teacher: Yes, possibly. But not

14、Have you got a free room? Why not? （引出話題進(jìn)行探討和互動(dòng)。）Student 12: It means the roomdoesnt cost any mone y. Its for free.Teacher: Yes. What should we say then?（引發(fā)進(jìn)一步的意義協(xié)商。）Students:（ Silence ）（給出思考時(shí)間）Teacher:Have you got anyrooms free?（板書：Haveyou got any rooms free?（并放慢語速，達(dá)到強(qiáng)調(diào)又 一個(gè)新知識(shí)點(diǎn)的作用。）Students:Have yo

15、ugotanyrooms free?Teacher: Any other ideas?（拓展并鼓勵(lì)互動(dòng)。）Student 13 : Haveyouanyvacancies?Teacher: Thats good. Come and write it on the board.（稱贊并強(qiáng)調(diào)。）（改編自 Gower et al, 1983）c.分析：根據(jù)以上這篇課堂實(shí)錄片斷，我 們不難發(fā)現(xiàn)教材的內(nèi)容其實(shí)很簡單， 但教師卻把教材的內(nèi)容活化為一個(gè) 真實(shí)的場景，為在課堂上進(jìn)行有效的 互動(dòng)創(chuàng)造了條件。首先，教師的語言 簡單、精煉、自然、易懂，符合英語 口語表達(dá)的習(xí)慣；其次，通過提問并 配以停頓和板書等其他

16、形式，教師始終在鼓 勵(lì)和引導(dǎo)學(xué)生進(jìn)行有效的互動(dòng)和意 義協(xié)商，從而達(dá)到用英語進(jìn)行真實(shí)交 流的目的；教師還在交際中引入了少 量且必要的單詞和句型操練；最后， 教師通過學(xué)生的各種反饋真實(shí)地了 解他們的學(xué)習(xí)情況并及時(shí)給予稱贊、提示或糾正，幫助學(xué)生掌握正確的表達(dá)方式。 總之，教師擺脫了教材的文字內(nèi)容， 根據(jù)學(xué)生已知的信息和興趣設(shè)計(jì)出 一套前后連貫的步驟，通過大量的可 理解性輸人，不斷開拓新的知識(shí)點(diǎn)， 創(chuàng)造環(huán)境激勵(lì)學(xué)生進(jìn)行較真實(shí)的師 生互動(dòng)和生生互動(dòng)，為在課堂內(nèi)開展 真實(shí)的雙向交流和意義協(xié)商營造了積極的氛 圍。課堂提問的技巧提問是英語課堂教學(xué)中使用頻率 較高的教學(xué)手段，而問答如今已成為 課堂教學(xué)的首選交際方式之