教师的发展认知探讨揭示了认知理解老师的关键是理解教学过程,所以老师从认知的角度出发,关注教师的话说“内部”水平。作者对这项探讨的目的是探究中国基础教育英语老师是如何认知教师话语,和作用力在英语老师的老师话语认知因素。
Chapter One Introduction引言
1.1 Background of the present study当前探讨的背景
在西方,教师话语的重要性对外语教学和学习已经接洽了许多探讨者的重视和相当多的经验完成工作,并且在这一领域取得。自从1960年代和1970年代,探讨在教师话语走进阶段课堂互动的略论,为代表的佛兰德斯的分类系统In the West, the importance of Teacher Talk in L2 teaching and learning has alreadyengaged a lot of researchers' attention and quite a lot of empirical work done andgreat achievements made in this field. Since 1960s and 1970s, research on TeacherTalk came the phase of classroom interaction analysis, represented by Flanders'category system. Researchers analysed Teacher Talk and student talk separately, madea distinction between them and, meanwhile put forward several comparatively bettermodels of classroom interaction. Throughout the 1980s and 1990s, discourse theoryhas been adopted to analyse Teacher Talk. This is a phase of classroom discourseanalysis, represented by Sinclair and Coulthard's rank-scale system. Researchersfocused on the nature and structure of classroom interaction and put forward asequence of "moves" that aii classroom interaction followed. They also found thatTeacher Talk dominated the classroom discourse, particularly in traditionalteacher-centered classrooms. In recent years, many researchers in the field of SLAhave also revealed the importance of classroom language, especially Teacher Talk.This is a phase of study of Teacher Talk as related to language acquisition, d onKrashen's comprehensible input hypothesis, Long's modified input and interactivehypothesis, and Swain's comprehensible output hypothesis. A relationship was foundbetween the unique features of Teacher Talk and students' comprehension as well astheir language acquisition. To suit learners' different proficiency levels teachers maymodify their talk to provide students with comprehensible input and thus facilitatetheir comprehension and language acquisition.Foreign language teaching in China emphasizes the content and the result, butignores the development of learning process and learning methods (Huang Guowen,2017). Research on foreign language teaching still focuses the psychology of thelanguage acquisition but ignores the process of actual language classroom (YangXueyan, 2017). In recent years, a number of studies have been carried out in Chinaconcerning the teaching and learning process in English classroom. But only a fewChinese researchers have done some comprehensive and systematic studies onTeacher Talk. And these articles which have been published only introduced orreviewed the studies carried out abroad. Several studies empirically andsystematically reflected the characteristics of Teacher Talk in EFL classroom. Giventhe importance of Teacher Talk in the process of teaching and learning a foreignlanguage, it is really surprising that so few academic works elaborated on TeacherTalk in the field of foreign language teaching in China where millions of people arecrazy about English learning. Therefore, we have to admit that research on TeacherTalk in China needs further improvement in terms of theoretical explorations andempirical studies. On one hand, we have to develop our own theories concerningTeacher Talk; on the other hand, empirical studies with large scales and longer periodsare called for.Teacher C，英语论文范文，英语论文范文
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