职前英语教师微格课堂会话自我修正研究  

A Study on Pre-Service English Teachers’Conversational Self-Repair in Microteaching Context

作　　者：解冰[1] 林升岩 XIE Bing;LIN Shengyan

机构地区：[1]东北师范大学外国语学院 [2]西南大学东方实验中学

出　　处：《基础外语教育》2020年第2期33-43,109,共12页Basic Foreign Language Education

基　　金：吉林省教育科学“十三五”一般规划课题“中学英语新入职教师信念发展规律研究”(GH180016)的阶段性成果。

摘　　要：本文以某师范大学英语师范专业三年级学生为研究对象,对65名职前教师的微格模拟教学进行课堂观察和录像,并按照“阻碍源—启动修正—完成修正”的序列结构,对课堂会话中的自我修正进行识别,共获取职前英语教师微格课堂会话自我修正片段570例以及未修正片段251例。本研究采用会话分析的方法,对教师自我启动自我修正的语言现象进行系统分析,探究引发自我修正的阻碍源类型、教师自我修正类型与修正策略,为提高职前英语教师语言监控意识、课堂话语质量以及有效组织课堂教学活动提供参考。Based on the classroom observation and recordings of microteaching conducted by 65 third-year English education majors at a normal university,this study analyzes how pre-service teachers selfrepair trouble source in simulated teaching context.In total,570 cases of self-repair and 251 instances of unrepaired teacher talk are identified and classified on the sequence of“trouble source-repair initiation-repair completion”.The results of pre-service English teachers’trouble source types,selfrepair types and repair strategies could benefit language teachers’professional development.

关 键 词：自我修正 教师话语 微格教学 

分 类 号：G623.31[文化科学—教育学]