自然模式亦或教学模式-基于大学英语优秀教师课堂话语语料的分析

(,264005):,200410,36,IRF,:;,;:;;Abstract:Adoptingthemethodofnaturalinvestigation,thepaperselectsassamplessixrecordsofthoseteachersclassroomdiscoursewhousethreevarietiesoftextbookrespectivelyandhavewonthetitleofDistinguishedYoungCollegeEnglishTeachersofShandongProvince.Itanalyzesanddiscussesthedataintheaspectsofteachertalktime,questioning,negotiationofmeaning,feedbackandIRFdiscoursechainsanddrawstheconclusionthatdistinguishedteachersclassroomdiscoursemayhavequitedifferentcharacteristics,thatitistheteacherspedagogicbeliefratherthanthetextbookthatdecidesthefeatureofclassroomdiscourseandthatevenstudent-centeredclassroomdiscourseisnotexactlythesameasnaturalconversation.KeyWords:classroomdiscourse;naturalmode;pedagogicmode:H319:A:1004-6038(2007)05-0037-050.(Foster,1998),(RonSheen,2003),vanLier(1988),,,,(Chaudron,1988),(,2003);,(2004)(1998);,,200410,36,,1.(classroomdiscourse)(Allwright,1984;Ellis,1990),(vanLier,1988;Hall,1995;Nunan,1987),(Krashen&Terrell,1983)(Thornbury,1996;Cullen,1998):(1)(referentialquestion),;(2),,;(3)(modification)(hesitation)(rephrasing);(4),,,,,,:(1)(displayquestions),;(2);(3);(4)IRF(initiation-response-feedback)Nunan(1987:137):(),(Walsh,2002)BreenCandlin(1980),,,:(1955-),,:,,;(1972-),,:,:2007-02-12()20075218ForeignLanguagesandTheirTeaching2007,5Serial218,,(Ellis,1994;Seedhouse,1996),GloriaGil(2002),2.2.1,?,:(1)(2)(3)(4)(5)IRF2.2,450103()()()()6,2,2.3645,SPSS,,2.4(1)6(),11t(min.)%t(min.)%t(min.)%t(min.)%t(min.)%1214716368174510010222316911243745100120442249374510013302337481848451001347681824449816362184016.53710.52345100:,,40%76%,,1,147%69%,(15%-35%),,22%,,70%80%(Pica&Long,1986,2002;Nunan,1991;,1998),,36,3,3,;3,,,,,(SimonBorg,1999)M.WilliamsRobertL.Bordern(2004):,(interactionhypothesis),(intake),,(Long,1983;Allright,1984;Ellis,1994),,,,(Nunan,1991),,WongFillmore(1985,,2003):(pairwork,groupdiscussion),(junkyinputdata),,,(fos2silization)(plateaued),,6,Bowers(1980,Cullen,1998)6:,(knower),(giving)(taking)(Allwright&Bailey,1991;,2002),5382t(min.)%t(min.)%141921100222713110012.5132010022473331001236834100252818100,1,,71%73%68%,,,19%71%(4%-25%),3,(Nunan,1987:137),(2),,6:;;;;;,(Nunan,1987;Cullen,1998;,1998;,2002)),,,,,(Nunan,1987)3(73%-82%),,13%94%3,3,,,,,,2,;2,60%,,Nunan(1987),,(),4(1998),45%,,,,,3n%N%n%126631537411002205616443610011594161610022131487161001143032704610028401260201004n.%n.%n.%n.%n.%151224581127134110024111542154225361001106331921216161002161275162131610011228608189204610028401594521020100,,,(student-initiatedtalk),Nunan,6,56role-play4,debate15,216,,,,;,,,,(3),,(Ellis,1990;Nunan,1987),(pushed),,,,,,,,,(Ellis,1994),;(,2002),,,,;392007,,,5n.%n.%n.%1650325325215015000112312566132526147300111292360411246723300(4)Cullen(2002):(evaluativerole)(discoursalrole),,,,,,,(reformulation),,(referential)6n.%n.%n.%124631437381002196893228100112862141410022141286141001225617443910026331267181006,4,,,,,,(camouflagedcorrectiontechniques),,,,,Thornbury(1996)Cullen(1998:181),,,7,,,,,,(Cullen,1998)7n.%n.%n.%1513383810026213112810013210014100264332114100119492539100242221118100(5)IRFIRF(initiation),/(response),/(evaluation/feed-back),,,,,,(Frzee&Rundniski,1995,,1999),;,,,,Thornbury(1996)Cullen(1998)IRFIRF,,,IRF(6)22IRF,,,,3,,,4.,,,,,(communicationcommunity),,,Kumaravadivelu(1993),,,,,,,,,,540:[1]Allright,R.TheImportanceofInteractioninClassroomLanguageLearning[J].AppliedLinguistics,1984(5).[2]Breen,M&C,Candlin.TheEssentialsofaCommunicativeCurricu2luminLanguageTeaching[J].AppliedLinguistics,1980(2):89-112.[3]Chaudron,C.SecondLanguageClassroom:ResearchonTeachingandLearning[M].Cambridge:CambridgeUniversityPress,1988.[4]Cullen,R.TeacherTalkandtheClassroomContext[J].ELTJour2nal,1998(3):179-189.[5]Cullen,R.SupportiveTeacherTalk;TheImportanceoftheF2move[J].ELTJournal,2002(2):117-127.[6]Ellis,R.InstructedSecondLanguageAcquisition[M].Oxford:Blackwell,1990.[7]Ellis,R.TheStudyofSecondLanguageAcquisition[M].Oxford:OxfordUniversityPress,1994.[8]Krashen,S.&T.Terrell.TheNaturalApproach:LanguageAc2quisitionintheClassroom[M].Oxford:Pergamon,1983.[9]Kumaravadivelu,B.MaximizingLearningPotentialintheCommu2nicativeClassroom[J].ELTJournal,1993(1):12-21.[10]Long,M.NativeSpeaker/Non2NativeSpeakerConversationandtheNegotiationofComprehensibleInput[J].AppliedLinguistics,1983(4):126-141.[11]Nunan,D.CommunicativeLanguageTeaching:MakingItWork[J].ELTJournal,1987(2):13-145.[12]Nunan,D.LanguageTeachingMethodology:ATextbookforTeachers[M].EnglewoodCliffs,NJ:PrenticeHallInc.,1991.[13]Seedhouse,P.ClassroomInteraction:PossibilitiesandImpossibili2ties[J].ELTJournal,1996(1):16-24.[14]Sheen,Ron.FocusonForm2AMythintheMaking?[J].ELTJournal,2003(7):225-233.[15]Thornbury,S.TeachersResearchTeacherTalk[J].ELTJournal,1996(4):279-289.[16]vanLier,L.TheClassroomandtheLanguageLearner:Ethnogra2phyandSecondLanguageAuthenticity[M].NewYork:Longman,1988.[17]Walsh,S.ConstructionorObstruction:TeacherTalkandLearnerInvolvementintheEFLClassroom[J].LanguageTeachingRe2search,2002(6):3-23.[18]Williams,M.&Bordern,R.L.PsychologyforLanguageTeachers[M].Beijing,ForeignLangu