大学英语课堂教师话语的调查与分析-周星

2002134　1()ForeignLanguageTeachingandResearch(bimonthly)Jan.2002Vol.34No.1大学英语课堂教师话语的调查与分析浙江大学　周星　周韵　　:,“”、、、。,,,。:、　　[中图分类号]H319.3[文献标识码]A[文章编号]1000_0429(2002)01_0059_101.,,(Nunan1991:189)。(Hakansson1986)。,。,;。(classroominteraction)(Allwright1984;Ellis1990;Long1983;Swain1985,1993,1995)。,,,、,(negotiationofmeaning)(Antón1999)。,,,、、、、(Chau-dron1988)。。,Pica&Long(1986)。Pica&Long,,。,;(displayquestions)(comprehensionchecks),(referentialquestions)、(confirmationchecks)(clarificationrequests)。Pica&Long:,,。(1998)(1999),,70%90%,,,。,·59·。,“”(1998),《》。?。2.,“”(form-focusedinstruction),,(All-wright1984;Ellis1990)。:1);2)(Ellis1990:95)。,,。Krashen(1981,1985)“”(inputhypothesis),,。Long(1983)“”(interactionhy-pothesis),。Long,“”(two-waycommunication)“”(one-waycommunication),“”,,,(interactionalmodification),。Allwright(1984),“”“”,。Swain(1985,1993,1995)“”(outputhypothesis),,,。Swain(1985:248-9):　(1),、、,。Swain“”(pushedlanguageuse)。(2),。(3),,。　　Swain,,,。,,:(1),。(2)。。(3),,(、)。“”?,(Allwright&Bai-ley1991),。3.3.1　研究问题·60·2002年　　　　　　　　　　　　　　　　　　　外语教学与研究　　　　　　　　　　　　　　　　　　　第1期,“”。:(1)(2)(3)(4)(feedback)3.2　研究方法(experimentalstudy)、(actionre-search)(naturalisticinquiry)(All-wright&Bailey1991)。;,;,,,、。,,。“”,:(1),,(45),,。(2),,,,,,、。,42,,206,。,,201()。,,,。4.4.1　教师话语量,()(45),1。　　1.　　t(min.)%t(min.)%t(min.)%1163526583721635255649315332760374143122499205122718401533671526581227:“”,,、、。·61·周　星　周　韵　大学英语课堂教师话语的调查与分析　　1,,15%-35%,Pica&Long(1986)、(1998)(1999)。,,83%20,67%15(3、4)。,,“”。,。　　Prodromou(1991):　　　(manager),;(model),;(monitor),,;(counsellor),;(informant),;(facilitator),。　　,“(knower)”(Allwright&Bailey1991:141)。(giving)(taking),(Widdowson1983:7)。,。Richards(1994:23),。“”“”,。,,(2),“”,,4%-25%,。　　2.　　　　t(min.)t(min.)%11616216163152134143.5255120.54671.521　　,、(8)。,。4.2　提问方式,(Nunan1991:192)。,,(Richards&Lockhart1996:185)。:。(questioner),。,,,。,Long&Sato(1983)·62·2002年　　　　　　　　　　　　　　　　　　　外语教学与研究　　　　　　　　　　　　　　　　　　　第1期,79%。Long&Sato(1983:280),“,,”。,,。Brock(1986),,。Nunan(1987),,,。,3。　　3.nn%n%1564682101821613813193241875625497782225373081719611873327　　3,,,,73%-82%。,75%,(5)。,,“”,。4.3　交互调整特点Long(1983),(),,、。“”(speaker)、,“”(interlocutor),(Long1983;Chaudron1988):(1);(2);(3)。,,4。　　4.n%n%n%1538862002440550110332375432342402401205638106200633856200　　4,,,,,Long(1983)。Ellis(1990:128),,,,。Long·63·周　星　周　韵　大学英语课堂教师话语的调查与分析(1983)、Pica&Long(1986)、Long&Sato(1983),,。4,,,,。,。,,。。,,。4.4　反馈方式。,(positivefeedback),,,(negativefeedback)(Nunan1991:104)。、,“Good”、“VeryGood”,(Brophy1981;Nunan1991)。,5。5,、(、),。,85%,(6)。,。Krashen(1982),,,,。,。Schmidt&Frota(1986),,,,。　　5.　　nn　　%n　　%n　　%n　　%n　　%1223146271046003142711445711400114317212953318162124922266711100005136462153230021569111222222111333　　,。VanLier(1988),(self-repair),Edmondson(1985),。Ellis(1990),·64·2002年　　　　　　　　　　　　　　　　　　　外语教学与研究　　　　　　　　　　　　　　　　　　　第1期。Kasper(1985),(realcommunication),。。,(Cathcart&Olsen1976;Chenowethetal1983;Willing1988),,,(7)。,Ellis(1993)“、”(explicit/declarativeknowledge),“、”(implicit/proceduralknowledge),?。5.,“”,、,,。,,(1)。,,,,。VanLier(1988:77),,、。Allwright,R.1984.Theimportanceofinteractioninclassroomlanguagelearning[J].AppliedLinguis-tics5.Allwright,D.&K.M.Bailey.1991.FocusontheLanguageClassroom[M].Cambridge:CambridgeUniversityPress.Antón,M.1999.Thediscourseofalearner-centeredclassroom:Socioculturalperspectivesonteacher-learnerinteractioninthesecond-languageclassroom[J].TheModernLanguageJournal83,iii.Brock,C.1986.TheeffectofreferentialquestionsonESLclassroomdiscourse[J].TESOLQuarterly20/1.Brophy,J.1981.Teacherpraise:Afunctionalanalysis[J].ReviewofEducationalResearch51.Cathcart,R.L.&J.W.B.Olsen.1976.Teachers'andstudents'preferencesforcorrectionofclassroomconversationerrors[A].InJ.F.Fanselow&R.Crymes(eds.).OnTESOL'76[C].Washing-ton,D.C.:TESOL.Chaudron,C.1988.SecondLanguageClassrooms:Re-searchonTeachingandLearning[M].Cambridge:CambridgeUniversityPress.Chenoweth,N.A.,R.R.Day,A.E.Chun&S.Luppescu.1983.Attitudesandpreferencesofnon-nativespeakerstocorrectivefeedback[J].StudiesinSecondLanguageAcquisition6.Day,R.(ed.).1986.TalkingtoLearn:ConversationinSecondLanguageAcquisition[M].Rowley,Mass.:NewburyHouse.Edmondson,W.1985.Discourseworldsintheclassroomandinforeignlanguagelearning[J].StudiesinSec-ondLanguageAcquisition7.Ellis,R.1990.InstructedSecondLanguageAcquisition[M].Oxford:Blackwell.Ellis,R.1993.Thestructuralsyllabusandsecondlan-guageacquisition[J].TESOLQuarterly27/4.Hakansson,G.1986.Quantitativestudiesofteachertalk[A].InKasper(ed.).Learning,TeachingandCommunicationintheForeignLanguageClassroom[C].Aarhus:AarhusUniversityPress.·65·周　星　周　韵　大学英语课堂教师话语的调查与分析Kasper,G.1985.Repairinforeignlanguageteaching[J].StudiesinSecondLanguageAcquisition7.Krashen,S.1981.SecondLanguageAcquisitionandSecondLanguageLearning[M].Oxford:Perga-mon.Krashen,S.1982.PrinciplesandPracticeinSecondLanguageAcquisition[M].Oxford:Pergamon.Krashen,S.1985.TheInputHypothesis:IssuesandImplication[M].London:Longman.Long,M.H.1983.Nativespeaker/non-nativespeakerconversationinthesecondlanguageclassroom[A].InM.Clarke&J.Handscombe(eds.).OnTESOL'82:PacificPerspectivesonLanguage