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題名:課堂師生互動的言談分析:以外籍和本國籍英語教師為例之個案研究
作者:楊志芳
作者(外文):Chih-fang Yang
校院名稱:高雄師範大學
系所名稱:英語學系
指導教授:余光雄
蘇碧瓊
學位類別:博士
出版日期:2009
主題關鍵詞:言談分析課堂互動教師言談兒童美語教學外籍英語教師本國籍英語教師discourse analysisclassroom interactionteacher talkteaching children EnglishNS English teacherNNS English teacher
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中 文 摘 要
本研究之目的肇基於現今兒童英語教學盛行的社會風氣中,以位於南臺灣一所國小英語課後補習班為研究情境,研究對象則分別為一位外籍英語教師 (NS English teacher) 和一位本國籍英語教師 (NNS English teacher) 及兩個班級的學生們。本研究採用民族誌的觀點 (ethnographical approach),分析兩位男性英語教師課堂師生互動之言談差異。經過長達半年的時間探究,並透過課堂觀察 (classroom observations)、田野札記 (field notes)、教師訪談 (teacher interviews)、師生對話轉錄稿 (transcripts) 等資料,本研究結果摘要如下:
一、教師提問方面 (teacher initiations):兩位教師均使用較多封閉式問題 (closed question) 和展示性問題 (display question),而使用較少開放式問題 (open-ended question) 和參考性問題 (referential question)。值得注意的是外籍教師比本國籍教師使用較多的開放式問題和參考性問題,而較少封閉式問題和展示性問題。相反的,本國籍教師比外籍教師使用較多的封閉式問題和展示性問題,而較少開放式問題和參考性問題。此結果顯示外籍教師比本國籍教師更能積極引發學生對教師問題之回應。
二、學生回應方面 (student responses):外籍教師比本國籍教師更能積極引發學生主動於課堂表達和回應教師的問題。兩位教師的言談模式可分別以「教師主導模式」(Teacher Domination Model) 和「教師輔導模式」(Teacher Facilitation Model) 來形容其間的差異。
三、教師後續反應方面 (teacher follow-ups):研究結果顯示有六種主要功能及二十三種形式的教師後續反應行為被運用,其中外籍教師比本國籍教師使用較多的後續反應。然而,就功能而言,教師使用「接受」(acceptance) 的比率較其他功能高很多,其次是「引出」(elicitation),緊接著是「反應」(responsiveness)、「示範」 (modeling)、「反駁」(rejection) 及「澄清」(clarification)。就形式而言,外籍教師使用最多的是「評論」(comment),而本國籍教師使用最多的是「重複」(repetition)。此外,教師也會用到其他形式如「讚美」(praise)、「肯定」(simple affirmation)、「否定」(disconfirmation)、「引申」(elaboration)、「重整」(reformulation)、「完成」 (completion)、「提示」(giving clues)、「要求」(demand)、「指責」(rebuke)、「忽略」(ignorance)及「鼓勵」(encouragement)等。
本研究除了認為教師在課堂上應提供較多的口語練習機會予學生,並予以正向的口頭鼓勵以促進課堂師生間之互動外,也提供相關建議作為未來研究方向的參考。
ABSTRACT
A DISCOURSE ANALYSIS OF THE TEACHER-STUDENT
INTERACTIONS BETWEEN A NATIVE AND A NON-NATIVE
ENGLISH TEACHER: A CASE STUDY
By
Yang, Chih-fang
Doctor of Philosophy
National Kaohsiung Normal University, Taiwan. 2009
Dr. Grover K. H. Yu and Dr. Pi-chong Su
The purpose of the study is to investigate and explore the organizational structure of classroom interactions between a Native English-Speaking (NS) teacher and his students as well as the interactions between a Non-native English-Speaking (NNS) teacher and his students. It also focuses on comparing the similarities and differences of their interactive moves in class between the NS and the NNS. The class interaction discourse such as a teacher’s question initiations, students’ response elicitations as well as teachers’ follow-up moves were video-taped and later on were transcribed for analysis. The subjects in this case study were two male teachers --- one is a native speaker of English and the other is a non-native speaker of English --- and their respective elementary school students. The data collection and the classroom teaching observation started in December, 2007 till May, 2008. The two classes were selected on the basis of accessibility, and the program at the institution observed was a private after-school English Cram Program. The students attended English classes after they finished their regular elementary school classes after 4:30 pm. The two teachers were the full time instructors at the institution.
By utilizing an ethnography approach, the writer found that more closed and display questions were used by both teachers in their classroom talks than open-ended and referential questions, suggesting that either closed or display question was the main instructional strategy that both teahcers used for checking the students’ comprehension. In particular, the NNS English teacher used more closed and display questions than the NS English teacher, whereas the NS English teacher used more open-ended and referential questions than NNS English teacher in their classroom talk. In addition, the NS English teacher would sometimes turn an open-ended question into a closed question, which was not found in the NNS English teacher’s classroom talk.
To understand the effectiveness of eliciting students’ responses, the writer used the ration of Mean Length Turn (MLT) and that of Mean Sequence Length (MSL) as two parameters for the measurement. It was found that the ratios of Mean Length Turn (MLT) and the Mean Sequence Length (MSL) for the NS English teacher were higher than that of the NNS English teacher, reflecting that the NS English teacher would be more willing to pose questions in order to solicit students’ responses and allow students to control the topics of discussions.
With respect to the results of teacher follow-up moves, it was found that the NS English teacher obtained greater amount of frequency distribution on total follow-ups than the NNS English teacher, implying that the NS English teacher elicited more exchanges in his classroom discourse. This finding is consistent with the ratio of MSL used in the study. Moreover, the frequency distributions of teachers’ follow-ups were ranked as follows: (1) acceptance, (2) elicitation, (3) responsiveness, (4) modeling, (5) rejection, and (6) clarification. The result suggests both teachers used acceptance most frequently in their follow-ups. There was a significant difference in the second most frequently used follow-up between the two teachers (NS vs. NNS). Responsiveness was the second most frequently used follow-up function for the NS English teacher, while elicitation was the second most frequently used follow-up function for the NNS English teacher. It is important to note that the result of modeling indicates that the pattern of modeling used by each teacher was different. To the NS English teacher, there was a tendency that a reformulation move was followed immediately by an elaboration move while to the NNS English teacher, reformulation moves were used alone, without being followed by any other moves. As for the rejection move, the result revealed both teachers used little amount of rejection in responding to students’ utterances. The NS English teacher tended to reject the student’s incorrect response implicitly, that is, repeating the exact answer of student with rising intonation. In contrast, the NNS English teacher tended to reject the student’s incorrect response explicitly by saying “no” directly to the student.
Another interesting finding is that neither the NS English teacher nor the NNS English teacher frequently required students to clarify their own utterances. According to Walsh (2002), teachers who constantly seek clarification, check for confirmation and who do not always accept the first contribution a student offers are more likely to maximize learning potential than those who do. In response to repetition with rising intonation in rejection as well as in clarification, the NS English teacher obtained more frequency distribution than the NNS English teacher. This clearly and significantly indicates the major difference between a NS teaching style and a NNS teaching style.
In the conclusion the writer tried to account for the differences between the NS and the NNS English teacher in their classroom talk. The contributions of this study will be of pedagogical as well as pragmatic value. Readers who are interested in discourse analysis or classroom interactions will be a virtual research framework in this study.
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