基于伯明翰学派会话理论的大学英语专业课会话结构分析  

An Analysis of Conversational Structures in English Classes Based on Birmingham Model

作　　者：费珺 

机构地区：[1]苏州科技大学天平学院,江苏苏州215009

出　　处：《考试与评价》2022年第1期10-15,共6页TESTING AND EVALUATION

基　　金：江苏省高校哲学社科项目“基于伯明翰学派会话理论的大学英语专业会话结构分析”成果之一,项目编号:2019SJA2124。

摘　　要：课堂会话研究能反映课堂教与学的真实过程。本研究在伯明翰学派会话分析理论的框架下通过对课堂会话的系统分析描述英语专业精读课的师生交互结构,聚焦师生互动话步结构及教师话语之提问和反馈。研究发现,大学英语精读课堂师生互动多数为典型的IRF模式。学生在课堂中的语言输出机会和话语总量相对较少。教师更倾向于运用展示性问题提问和给予积极反馈。作为重要语言输入的教师提问和反馈,需结合学生特点,适当运用参考性问题、加强认知反馈的数量和质量。Classroom conversational structures are reflections of teaching and learning process.This study describes teacherstudent interactional structures under the theoretical framework of Birmingham conservational analysis model.It is founded in this study that teacher-student interactions in the class,on a large part,are typically of IRF moves.It is also noticeable that language production opportunities and output amount of learners in the class are relative scant.While teachers tend to apply more display question and positive feedback,referential questions and cognitive feedback are suggested to reinforce.

关 键 词：伯明翰学派 IRF会话结构 教师话语 

分 类 号：G63[文化科学—教育学]