IRF课堂话语结构下教师积极性话语对高中生英语学习的促学路径探究——线上线下综合探究分析

A Study on the Facilitative Pathways of Teachers’ Positive Discourse on Senior High School Students’ English Learning within the IRF Classroom Discourse Structure—A Comprehensive Analysis of Online and Offline Channels

摘要: IRF (Initiation-Response-Feedback)课堂话语结构是分析师生互动的经典框架，但传统模式下教师话语的促学效能尚未得到充分开发。本研究以高中英语课堂为场域，采用线上问卷调查(N = 209)与线下深度访谈相结合的混合研究方法，借助SPSS对数据进行统计分析，系统考察IRF结构下教师积极性话语对学生学习动机、情感态度及语言能力的促进路径。研究发现，教师积极性话语在IRF三个环节中呈现差异化功能：启动阶段的分层式、开放式提问能够有效提升学生参与意愿；回应阶段的脚手架语言支持与协作机制有助于降低学生表达焦虑；反馈阶段融合描述性表扬、认知引导与同伴互评的复合策略对学生自我效能感提升效应最为显著。基于上述发现，本研究构建了“认知启动–情感赋能–能力迁移”三阶促学作用链模型，并提出“评估–反思–重构”螺旋上升的课堂话语优化机制，为高中英语课堂互动优化与教师话语素养提升提供了理论依据与实践参考。

Abstract: The IRF (Initiation-Response-Feedback) classroom discourse structure provides a well-established framework for analyzing teacher-student interaction; however, the facilitative efficacy of teacher discourse within this traditional model remains insufficiently explored. Employing a mixed-methods approach that integrates an online questionnaire survey (N = 209) with offline in-depth interviews, and utilizing SPSS for statistical analysis, this study systematically investigates the pathways through which teachers’ positive discourse facilitates senior high school students’ English learning motivation, affective attitudes, and language competence. The findings reveal differentiated functions of teachers’ positive discourse across the three IRF phases: at the Initiation stage, tiered and open-ended questioning strategies effectively enhance student participation; at the Response stage, scaffolding language and collaborative mechanisms help reduce students’ communication anxiety; at the Feedback stage, a composite strategy integrating descriptive praise, cognitive guidance, and peer assessment demonstrates the most pronounced effect on students’ self-efficacy. On the basis of these findings, this study constructs a three-phase facilitative model—“cognitive activation - affective empowerment - competence transfer”—and proposes a spiral optimization mechanism of “evaluation - reflection - reconstruction” for classroom discourse improvement. The results offer both theoretical grounding and practical implications for optimizing classroom interaction and enhancing teachers’ discourse competence in senior high school English teaching.