良好教师话语的特征

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1、-良好教师话语的特征根据RobertO'NeillT1999年5月发表于EnglishLanguageLearningandTeaching网站上的文章Dogmas＆DelusionsinCurrent.EFLMethodology，良好的教师话语应富有以下特征：．Itisbrokenintosensegroupswithinsentences.．Itissimplifiedbutnotunnatural.．Theteacherregularlypausesanddoesotherthingsthaten

2、courageorinvitestudentstointerrupt,commentandaskquestions.．Whennewvocabularyorstructureistaught,theteachergivestypical.---examplesthatillustratepragmaticmeaning.．Theteachergetsregularfeedbackthroughquestions'andotherdevices.．Theteacherconstantly“scans”the

3、groupandmaintainseye-contactwithdifferentmembersofit,andisthusconstantlyalerttonon-verbalaswellasverbalindicationsofincomprehension,problemsofattention-spanorpotentialdisruptivebehavior.Theteachergivesstudentschancestointeractwitheachotheraswellaswithteac

4、her.Theteacherconstantlyuseslanguagethatis"comprehensible"，rarelyorneverfallingbelowthe"switchoff"barrier.Inotherwords,.---theclassmaynotunderstandeverywordbutalwaysunderstandsthe"maingist"．良好的教师话语应该具有高度的互动性，教师在英语课堂上不仅仅是在说话，而是要通过说话启动意义协商，鼓励学生进行较真实的师生互动和生生

5、互动。因此，英语教师在课堂上应考虑学生的能力和兴趣，尽可能地增加可理解性输人，从而为学生的输出创造条件。下面，我们尝试结合具体的课堂实例进行探讨：.---a.教材内容John:Ineedasingleroom,please.Receptionist:It's$80anight.John:$80anight!Sorry,Ican'taffordthat.Receptionist:Whydon'tyoutrythenextdoor?It'scheaperthere.b.老师如何教的？看课堂片断：Teacher

6、:(Puttingapictureofhotelontheboard)OK.What'sthis?（用简洁、自然的问题引出情景。）Students:It'sahotel.Teacher:Anexpensivehotel?（简化、自然的提问。）Student1：Maybe.Teacher:Whydoyousaythat?(.---意义协商，引人互动，鼓励学生自行组织语言进行交流。）Studentl：It'sverybig.Teacher:Areallbighotelsexpensive?（鼓励学生间的互动。

7、）Student1：InChina,yes.Student2：EspeciallyinYanan,bighotelsareveryexpensive.Teacher:Yanan,allright.Youknow,Thishotel'sinLondonandit'sveryexpensive.（Pause）Nowtellmeaboutthishotel,pleaseLiLiwei.（给出例句，通过停顿和提问让学生做出反馈，以了解学生掌握的情况。）Student3：It'sabig,expensivehote

8、linLondon..---Teacher:Good.NowherecomesJohn(Drawingamanandwriting"Liverpool"onboard).(Pause）DoyouthinkhelivesinLondon?（转换话题时稍作停顿。）Students:No.HelivesinLiverpool.（每个学生都参与说话。）Teacher:Yes.Andwhereishenow?Students:Londo