建构主义理念对英语课堂教师话语的启发  

Implications of Constructivism on Teacher Talk in English Classroom

作　　者：吕璀璀[1] 

机构地区：[1]山东工商学院大学,山东烟台264005

出　　处：《牡丹江教育学院学报》2015年第11期60-61,共2页Journal of Mudanjiang College of Education

基　　金：2014年山东省高校人文社科科学研究项目"语码转换的社会心理动机研究"(J14WD51);2014年山东工商学院青年基金项目"教师提问与学习者语言输出的相关性研究"(2014QN046);2014年山东工商学院课堂教学改革项目"从传统教学观到建构主义教学观"(11688JXYJ2014022)的阶段性研究成果

摘　　要：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。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 teacher 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.

关 键 词：教师话语 建构主义 二语习得 

分 类 号：H319[语言文字—英语]