小學(xué)英語課堂教學(xué)中的教師話語研究.pdf

1、學(xué)位論文獨創(chuàng)性聲明本人鄭重聲明：所提交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下進行的研究工作和取得的研究成果。本論文中除引文外，所有實驗、數(shù)據(jù)和有關(guān)材料均是真實的。本論文中除引文和致謝的內(nèi)容外，不包含其他人或其它機構(gòu)已經(jīng)發(fā)表或撰寫過的研究成果。其他同志對本研究所做的貢獻均已在論文中作了聲明并表示了謝意。靴敝儲獬店珥日夕玀w。、期：山7號F哆學(xué)位論文使用授權(quán)聲明研究生在校攻讀學(xué)位期間論文工作的知識產(chǎn)權(quán)單位屬南京師范大學(xué)。學(xué)校有權(quán)保存本學(xué)位論文的電子和

2、紙質(zhì)文檔，可以借閱或上網(wǎng)公布本學(xué)位論文的部分或全部內(nèi)容，可以采用影印、復(fù)印等手段保存、匯編本學(xué)位論文。學(xué)?？梢韵驀矣嘘P(guān)機關(guān)或機構(gòu)送交論文的電子和紙質(zhì)文檔，允許論文被查閱和借閱。(保密論文在解密后遵守此規(guī)定)保密論文注釋：本學(xué)位論文屬于保密論文，密級：保密期限為年。學(xué)位論文作者簽名夕礱禱指導(dǎo)教師簽名：日期：吐。I刁夕y弓日期：AbstractAbstractEnglishclasshasstillbeenthemainplacefors

3、tudentstolearnEnglishknowledgeanddeveloplanguageskillsinChinanowadaysThemajorityofclassroomteachingbehavioroftheteachersisachievedthroughdiscourseTeachertalk(TT)isnotonlyamediaforteacherstocarryoutteachingplan，butalsoani

4、mportantsourceforstudents’languageinputItplaysakeyroleinhelpingteachersorganizetheclassroomteachingandhelpingthestudentsacquirelanguageThustheresearchonTTisofgreatsignificanceHoweverthere’SfewresearchonTTintheEnglishclas

5、sofprimarysch001SoonthebasisoftheresearchesonTTinthewestandChina，thisstudyisbasedonthesecondlanguageacquisition(SLA)theories：Krashen’Scomprehensibleinputhypothesis，Long’SnegotiationofmeaningtheoryandSwain’Scomprehensible

6、outputhypothesisThestudydetailedanalyzesthesituationofTTinEnglishclassofprimaryschoolthroughobservingtherealclassroomteachingandchangingtheobservedresultsintowrittenwords，inordertoexaminetheactualeffectofTTInotherwords，t

7、hatiswhethertheTTismaximallyprovidesstudentswithareal，authenticinput，whetherithelpsstudentstocarryoutclassroomactivities，andwhetherithelpsstudentstoconstructknowledgeoflanguageandtodeveloplanguageskillsTheauthorwillcomet

8、otheconclusionthatEnglishteachersinprimaryschooltrytheirbesttouseEnglish，controlandregulatethediscourseconsciouslybyanalyzinganddiscussingalargenumberofexamplesonteachers’classroomlanguageteachinglanguage，askinglanguagea

9、ndassessinglanguageButsomeproblemsstillremainintheprocessofusingTT：Inuseofclassroomlanguage，thephenomenaofnonstandard，hardtounderstandandlackingofauthenticitystillexistInuseofteachinglanguage，therearephenomenaofredundanc

10、yuntruthfulnessandevensomelanguagemistakesInuseofaskinglanguage，teachers，whosequestionsarelackofauthenticcommunicativemeaning，withoutlevelanddifficulttotriggerdeeperunderstandingofstudents，controltherightofquestionsInuse

11、ofaccessinglanguage，theevaluationofteachersistoomechanical，generalAndthefeedbackisimbalanceandtherangeoftheevaluationisnarrowAccordingtotheproblemsabove，theauthoranalyzedtherelatedreasonsandbroughtoutsomepossibleadviceTh