基于教龄的大学英语专业课堂教师反馈语研究

论文总字数：35130字

摘 要

教师反馈语是指教师对学生言语表现所作出的反应，是教师课堂话语（teacher talk）的重要组成部分。在英语教学课堂中，教师反馈语作为语言输入的一环在英语教学中需要得到足够的重视。然而由于教学理念、教学经验、性别、性格、个人习惯等多方面的影响，不同教师在反馈语的选择与应用上也不尽相同，效果也有所差异。为此，本研究将从教学经验的差异出发，以东南大学英语专业的老师为研究对象进行实证研究，探究基于不同教龄的英语专业老师的课堂反馈语的使用特点。

本研究旨在描述不同教龄的教师在大学英语专业课堂中教师反馈语的使用特点。主要研究内容包括：（1）在大学英语专业课堂中不同教龄的教师使用的教师反馈语的频率如何？（2）在大学英语专业课堂中不同教龄的教师使用的教师反馈语的种类如何？

本研究采用实证研究法，研究对象是两名不同教龄的东南大学外国语学院的英语专业教师。研究方法主要是课堂观察，通过随堂听课、录音等形式，观察、记录不同教龄的英语专业教师的教师反馈语的使用情况。课堂录音的内容全部转写成文字语料。语料数据分析发现，不同教龄的教师在教师反馈语的使用中，反馈语使用频率和反馈语使用类型存在着较明显的相同和不同之处，各有特点。在反馈语使用频率方面，长教龄的教师使用频率高于短教龄教师使用频率。在反馈语使用类型方面，无论教龄长短，最常使用的三种类型为简单肯定、扩展和重复。长教龄的教师更注重语言表达的规范，会进行更多的纠错。短教龄的教师则没有很强调语言的表达，更多的是通过提示和诱出回答来帮助学生回答问题。

关键词：教龄；教师反馈语；反馈语种类

Abstract

Teacher feedback is how teachers respond to students’ speech performance in class, which is an important part of teacher talk. In English class, the teacher feedback language is part of language input, which is also the basic and important source of the students' language input.As an important part of the classroom interaction, teacher feedback needs to be taken seriously in English teaching.

This study intends to describe the characteristics of the usage of teacher feedback in English major class based on teaching years. The main research questions are: (1) What is the frequency of teacher feedback that teachers with different teaching years use in English major class? (2) What are the types of teacher feedback that teachers with different teaching years use in English major class?

This empirical study chooses two English teachers with different teaching years from Southeast University as research objects. The main research method is class observation. The usage of teacher feedback will be recorded in class. The recording materials will be transcribed into texts. Data analysis finds that according to the teaching years, there are both similarities and differences in the usage of teacher feedback. With respect to the frequency of the usage of teacher feedback, teacher with long teaching years uses teacher feedback more than teacher with short teaching years. In regard to the types of teacher feedback used in class, the top three types are simple approval, expansion and repetition whether the teaching years are long or not. Teacher with long teaching years pay more attention to the correction of language expression so that more explicit correction is used in class. Compared with teacher with long teacher years, teacher with short teaching years pay more attention to prompt and elicitation to encourage students to answer questions instead of explicit correction.

Keywords: teaching years; teacher feedback; feedback types

Table of Contents

Acknowledgements i

中文摘要 ii

Abstract iii

Table of Contents iv

List of Tables iv

Chapter One Introduction 1

1.1 Background 1

1.2 Significance of the Research 1

1.3 Layout of the Thesis 2

Chapter TwoLiterature Review 3

2.1 Conception of Teacher Feedback 3

2.1.1 Definition of Teacher Feedback 3

2.1.2 Classifications of Teacher Feedback 3

2.2Previous Studies at Home and Abroad 4

Chapter Three Research Methodology 6

3.1 Research Questions 6

3.2 Participants 6

3.3 Instrument-Class Observation 6

3.4 Data Collection 6

3.5 Data Analysis 7

Chapter Four Results and Discussion 10

4.1 Frequency of the usage of Teacher Feedback 10

4.1.1 Frequency of Teacher Feedback of Teachers with Long teaching years 10

4.1.2Frequency of Teacher Feedback of Teachers with Short teaching years 10

4.2Types of the usage of Teacher Feedback 10

4.2.1 Types of Teacher feedback of Teachers with Long teaching years 11

4.2.2 Types of Teacher feedback of Teachers with Short teaching years 13

Chapter Five Conclusion 14

5.1 Major Findings 14

5.2 Implicatures for Teaching of English 14

5.3Limitations and Suggestions 15

References 16

List of Tables

Table 3.5.1: The Amount of Teacher Feedback

Table 3.5.2: Different Types of Teacher Feedback

Chapter One Introduction

This chapter introduces the background of the research and the significance of studying teacher feedback from the perspective of teaching years. The chapter also introduces how this paper is organized.

1.1 Background

Teacher feedback is the teacher's response to the students' speech performance, which is an important part of teacher talk. In English class, the teacher feedback language is part of language input, which is the basic and important source of the students' language input. Numerous studies have shown that the appropriate teacherfeedback is able to promote students in language learning. In the process of language learning, appropriate teacher feedback can help students make the clear direction, grasp the correct method, and strengthen the learning confidence and motivation. However, the usage of inappropriate teacher feedback may not only reduce the progress and efficiency ofteaching, but also hinder the students' language learning.As an important part of the classroom interaction, teacher feedback needs to be taken seriously in English teaching. However, different teachers choose and apply different teacher feedback due to many aspects like teaching concepts, teaching experience, gender, personality, personal habits and so on. Therefore, this study will start from the perspective of the difference of teaching experience, choosing English professional teachers in Southeast University as research object of the empirical study to explore the characteristics of the usage of teaching-year-based teacher feedback in English major class.

1.2 Significance of the Research

This study aims to explore the characteristics of teacher feedback used by teachers with different teaching years.

Teacher feedback in English major class plays an important role in English teaching, which is also an important part of the students’comprehensible input. It can also stimulate students linguistic output effectively. Therefore, many scholars have put effort in studying teacher feedback for years.

There are many factors which may influence the usage of teacher feedback like teaching concepts, personality, personal habits, gender, teaching experience and so on. Many studies of teacher feedback focus on the types or how gender influences the usage of teacher feedback. Comparatively speaking, there are fewer studies of the usage of teacher feedback in college English major class from the perspective of teaching experience. Teaching experience, to a great extent, depends on teaching years. Teachers with different teaching years often have different understanding of the organization of class. The frequency and types of teacher feedback they choose often differ from each other. It is meaningful to find the similarities and differences of the usage of teacher feedback from the perspective of teaching years.

Therefore, this study will explore how teaching years influences the usage of teacher feedback.

1.3 Layout of the Thesis

This thesis is composed of five parts.

Chapter One gives a brief introduction to the research. This chapter reviews the research background, presents the significance if the research, and finally presents the layout of the research.

Chapter Two is about literature review. This chapter introduces the conception of teacher feedback including the definition and types of teacher feedback. Then it presents the previous studies at home and abroad.

Chapter Three is about research methodology. This chapter introduces research questions, participants, instrument, data collection and data analysis.

Chapter Four is analysis and discussion. This chapter concludes the characteristics of teacher feedback based on teaching years. The first part is about the frequency of the usage of teacher feedback based on teaching years. The second part is about the types of the usage of teacher feedback based on teaching years.

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