牡丹江教育学院学报
牡丹江教育學院學報
모단강교육학원학보
Journal of Mudanjiang College of Education
2015年
11期
60-61
,共2页
教师话语%建构主义%二语习得
教師話語%建構主義%二語習得
교사화어%건구주의%이어습득
teacher talk%constructivism%second language acquisition
教师话语是教师组织课堂教学的媒介,是学习者语言输入的重要来源。然而,在目前外语课堂教学中,存在着教师话语量过多、教师提问类型单一、师生会话结构单一、教师反馈笼统、机械等现状。基于建构主义“以学生为主体,重参与、互动和协作”的教学理念,提出增加学习者话语量、改进提问方式、师生会话结构和反馈方式的策略,以进一步改善教师话语的质与量,提高学习者的二语习得水平。
教師話語是教師組織課堂教學的媒介,是學習者語言輸入的重要來源。然而,在目前外語課堂教學中,存在著教師話語量過多、教師提問類型單一、師生會話結構單一、教師反饋籠統、機械等現狀。基于建構主義“以學生為主體,重參與、互動和協作”的教學理唸,提齣增加學習者話語量、改進提問方式、師生會話結構和反饋方式的策略,以進一步改善教師話語的質與量,提高學習者的二語習得水平。
교사화어시교사조직과당교학적매개,시학습자어언수입적중요래원。연이,재목전외어과당교학중,존재착교사화어량과다、교사제문류형단일、사생회화결구단일、교사반궤롱통、궤계등현상。기우건구주의“이학생위주체,중삼여、호동화협작”적교학이념,제출증가학습자화어량、개진제문방식、사생회화결구화반궤방식적책략,이진일보개선교사화어적질여량,제고학습자적이어습득수평。
Teacher talk is not only the medium for teachers to organize foreign language teaching , but also an important channel for learners’ language input .However ,problems such as too much teach‐er talk ,monotonous questioning types ,monotonous discourse structure between teacher and students and mechanical teacher feedback still exist in current foreign language classrooms .Based on the teaching notion of “learner -centeredness and emphasis on participation ,interaction and cooperation”claimed by constructivism ,strategies of increasing learners’ talk ,improving questioning types ,discourse structure between teachers and students and teacher feedback are put forward in order to further improve the quantity and quality of teacher talk and promote learners’ second language acquisition .