The Discourse of English Reading Lessons in Chinese Middle Schools: A Sociocultural Perspective  

社会文化视域下的中学英语课堂话语实证研究(英文)

作　　者：王昊[1] 刘永兵[1] 

机构地区：[1]东北师范大学外国语学院

出　　处：《Chinese Journal of Applied Linguistics》2012年第2期212-228,257,共18页中国应用语言学（英文）

摘　　要：While the research agenda of classroom interaction has long been well established internationally, scholars in China have paid little empirical attention to these developments until recently. Furthermore, among the body of work on the local classroom discourse, very few studies have focused on the secondary sectors. From the perspective of the sociocultural theory （SCT）, this article examines the classroom discourse of Chinese middle school English language teaching （ELT） by investigating teacher-student interaction. The transcribed classroom discourse of 8 teachers＇ reading lessons is qualitatively coded and quantitatively measured. The study draws on a descriptive system focusing on the teacher-led three-part initiation-response-feedback （IRF） structure. The research findings reveal that quite similar discourse patterns are found in the lessons sampled, with the initiation-response-evaluation （IRE） sequence dominating the EFL （English as a Foreign Language） classroom interaction investigated. Theoretically, the paper aims to place the SCT perspectives in the foreground. Pedagogically, it attempts to raise teacher-practitioners＇ levels of awareness of the use of teacher talk in EFL classroom interaction.国外学界对于外语课堂教学话语的关注与研究由来已久,而且取得了丰富的研究成果。国内学者对于外语课堂话语的实证研究起步较晚,而且对于中学英语课堂的实证研究更是少之又少。从社会文化二语理论视角出发,利用中学课堂话语语料库的部分数据,笔者对8位英语教师的阅读课堂师生话语进行质化标注和量化计算。本文采用三话步回合(IRF)课堂话语框架对英语课堂话语语料进行分析。研究结果表明,阅读课上的师生话语模式以教师提问、学生应答和教师评价(initiation-response-evaluation, IRE)为主。本文旨在揭示中学英语课堂三话步回合模式的实际操作情况,一方面为我国外语课堂话语研究提供新的理论视角;一方面能为一线外语教师提高课堂教学质量提供一些有益的启示。

关 键 词：English language teaching classroom discourse IRE/IRF sociocultural learning theory 

分 类 号：G633.41[文化科学—教育学]