二语习得视角下大学英语课堂教师话语的调整策略  

Strategies of Teacher Talk on College English Classes under the View of Second Language Acquisition

作　　者：张娜[1] 彭奉天[1] 

机构地区：[1]桂林理工大学,广西桂林541004

出　　处：《高教论坛》2014年第4期72-74,共3页higher education forum

基　　金：2012年度广西高等学校一般资助科研项目"英语教师课堂话语优化研究"(201203YB095)

摘　　要：教师话语是影响学生二语习得和大学英语教学成效的关键环节。在以学生为中心的交互式大学英语教学环境下,教师话语需要适应学生语言输入和输出的需求,在策略上做出调整。本文从课堂话语质量、师生话语权分享和课堂反馈评价方面分析了教师话语与二语习得的关系并对大学英语课堂教师话语的调整策略提出了针对性的建议。Teacher talk plays a crucial role in students＇ second language learning and teaching process. Under the environment of student--centered interactural teaching,teacher talk should adjust itself to students＇ need in language input and output. This paper analyzed the relationship between teacher talk and second language acquisition from the aspect of amount of teacher talk, sharing of teacher talk and class feedback, thus put forward some effective measures on improving teacher talk in class.

关 键 词：二语习得 教师话语 调整策略 

分 类 号：G642[文化科学—高等教育学]