初中英语新手教师和熟手教师课堂形式协商行为对比研究

A Comparative Study on Negotiation of Form between Novice and Experienced Teachers in Junior High School English Classes

摘要: 本研究采用课堂观察和话语分析法，选取初中英语新手和熟手教师各10节课，对课堂中教师形式协商行为及其有效性和影响因素进行对比研究。研究发现，新手教师的形式协商数量多于熟手教师，形式协商行为使用引发修正频率高于熟手教师，但其有效性低于熟手教师。就形式协商行为有效性的影响因素而言，两类教师并无显著差异。基于上述研究发现，本文建议初中英语教师：增强形式协商意识，丰富形式协商行为知识；灵活提供合适支架，提高形式协商行为的有效性；提高课堂话语准确性，确保学生有高质量的语言输入。

Abstract: Using classroom observation and conversation analysis as research methods, this study selects 10 lessons of junior high school English novice and experienced teachers respectively to study negotiation of form used in classes, teachers’ negotiated interaction behaviors, their effectiveness and influence factors. The findings are as follows: negotiation of form is used more by novice teachers than experienced teachers. In negotiation of form, both teachers use repair more and repair-initiation less. The effectiveness of negotiated interaction behaviors of novice teachers is lower than that of experienced teachers. In terms of influence factors of the effectiveness of negotiated interaction behaviors, there is no significant difference between the two types of teachers. Based on the above findings, the following suggestions are put forward: Strengthen teachers’ awareness of using negotiation of form and enrich their knowledge of negotiated interaction behaviors. Providing scaffolding flexibly improves the effectiveness of negotiated interaction behaviors when initiating negotiation of form.