大学英语教学师生课堂互动的影响因素分析及对策研究
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摘要
本论文分析研究了影响大学英语课堂教学师生互动的因素和如何改进提高互动两个问题。本文通过对真实英语课堂调查研究，从可观察和不可观察两个角度提出了影响课堂师生互动的五个主要因素。在此基础上，就教师如何提高师生课堂互动提出了建议和对策。
全文共分五部分，主要内容如下：
第一部分：介绍本研究所涉及的“问题”、“理据”、“目的”、“工具”。
第二部分：介绍课堂互动的定义，种类，对语言发展和学习的意义，以及国内外课堂互动的研究状况。
第三部分：分析大学英语课堂师生互动现状，并具体观察和分析了一个真实英语课堂，从而从可观察和不可观察两个角度提出影响大学英语师生课堂互动的五个主要因素:教师观念、学生观念和学习策略、课堂焦虑、师生关系和教学技巧。
第四部分：根据对影响因素的分析，就英语教师如何改进和提高大学英语师生课堂互动问题，通过对前人研究成果的吸收和消化，针对五个方面的影响因素，总结提出一系列指导性建议。
第五部分：简要总结全文，同时指出本文研究中存在的缺陷和不足，以及今后的研究方向。
The study is designed to examine the possible factors influencing college English classroom interaction and then tries to give some suggestions to the college EFL teachers. Based on the analysis of one real college English classroom, as a case study, which particularly directs one class of English major, the dissertation presents five factors which possibly influence teacher-students interaction in college English classrooms from the observable and unobservable perspectives. Finally in the light of those factors, the dissertation presents some countermeasures and suggestions from the point of college English teacher's view.
The dissertation consists of five chapters, and the main contents are as follows:
Chapter 1 covers "the Problem", "the Rational", "the Objectives", and "the Instruments".
Chapter 2 is related to literature review of classroom interaction studies. It elaborates some aspects of classroom interaction, which involves the definition and types of classroom interaction and the contribution of classroom interaction to language development as well.
Chapter 3 and Chapter 4 are the body of the dissertation. Chapter 3 firstly discusses the current state of teacher-students interaction in college English classrooms. Then the study directs one college English classroom, and analyzes the teacher-students interaction, hence presents that the following factors may more or less influence classroom interaction: EFL teachers' beliefs, students' beliefs and learning strategies, classroom anxiety, the teacher-students rapport, and teaching techniques as well.
Chapter 4 is concerned with the promotion of college English classroom interaction. In the light of influencing factors analyzed in Chapter 3, the dissertation tries to put forward some suggestions for the EFL teachers.
Chapter 5 is the conclusion, limitation and implication for further research.
全文共分五部分，主要内容如下：
第一部分：介绍本研究所涉及的“问题”、“理据”、“目的”、“工具”。
第二部分：介绍课堂互动的定义，种类，对语言发展和学习的意义，以及国内外课堂互动的研究状况。
第三部分：分析大学英语课堂师生互动现状，并具体观察和分析了一个真实英语课堂，从而从可观察和不可观察两个角度提出影响大学英语师生课堂互动的五个主要因素:教师观念、学生观念和学习策略、课堂焦虑、师生关系和教学技巧。
第四部分：根据对影响因素的分析，就英语教师如何改进和提高大学英语师生课堂互动问题，通过对前人研究成果的吸收和消化，针对五个方面的影响因素，总结提出一系列指导性建议。
第五部分：简要总结全文，同时指出本文研究中存在的缺陷和不足，以及今后的研究方向。
The study is designed to examine the possible factors influencing college English classroom interaction and then tries to give some suggestions to the college EFL teachers. Based on the analysis of one real college English classroom, as a case study, which particularly directs one class of English major, the dissertation presents five factors which possibly influence teacher-students interaction in college English classrooms from the observable and unobservable perspectives. Finally in the light of those factors, the dissertation presents some countermeasures and suggestions from the point of college English teacher's view.
The dissertation consists of five chapters, and the main contents are as follows:
Chapter 1 covers "the Problem", "the Rational", "the Objectives", and "the Instruments".
Chapter 2 is related to literature review of classroom interaction studies. It elaborates some aspects of classroom interaction, which involves the definition and types of classroom interaction and the contribution of classroom interaction to language development as well.
Chapter 3 and Chapter 4 are the body of the dissertation. Chapter 3 firstly discusses the current state of teacher-students interaction in college English classrooms. Then the study directs one college English classroom, and analyzes the teacher-students interaction, hence presents that the following factors may more or less influence classroom interaction: EFL teachers' beliefs, students' beliefs and learning strategies, classroom anxiety, the teacher-students rapport, and teaching techniques as well.
Chapter 4 is concerned with the promotion of college English classroom interaction. In the light of influencing factors analyzed in Chapter 3, the dissertation tries to put forward some suggestions for the EFL teachers.
Chapter 5 is the conclusion, limitation and implication for further research.
引文
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Allwright, R.L. 1980. Turns, Topics and Tasks: Patterns of Participation in Language Learning and Teaching. In D. Larsen-Freeman and M. Long. 1991. An Introduction to Second Language Acquisition Research. London and New York: Longman
Allwright, R.L.1984a. Why Don't Learners Learn What Teachers Teach? ---The Interaction Hypothesis. In Singleton and Little (Eds): Language Learning in Formal and Informal Contexts, Dublin, BAAL/IRAAL, 3-18.
Allwright, R.L. 1984b. The Importance of Interaction in Classroom Language Learning. Applied Linguistics, 5/2, 156-171.
Allwright, R.L. & Bailey, K.M. 1991. Focus on the Language Classroom. An Introduction to Classroom Research for Language Teachers. Cambridge: Cambridge University Press.
Andrew Atkins. 2000. The Effect of Uncertainty Avoidance on Interaction in the Classroom
http://www.cels.bham.ac.uk/resources/essays/Atkins%201.pdf
Andrew D. Cohen & Lydia Fass. 2001. Oral Language Instruction: Teacher and Learner Beliefs and the Reality in EFL Classes at a Colombian University.
íkala (Journal of Language and Culture, Universidad de Antioquia), 6, 43-62.
Ania Lian. 2001. Classroom Interaction Studies and Second Language Pedagogy
http://comedu.canberra.edu.au/~ania/aniapub/classinter.htm
An Shitong. 2002 Differences in Participation Between Asia Learners and Western Learners in ELICOS Classrooms Teaching English in China (Quarterly) Vol.25 No.4
Arnold, Jane (Ed.) 1999. Affect in Language Learning. Cambridge: Cambridge University.
Breen, M.P. and C.N. Candlin. 1980 The Essentials of a Communicative Curriculum. Applied Linguistics, 1/2, 89-112.
Brock, Cindy A. 1986. The Effects of Referential Questions on ESL Classroom Discourse. TESOL Quarterly, 20: 47-59.
Brown, H. 1994. Teaching by Principle: An Interactive Approach to Language Pedagogy Prentice Hall Regents
Bruton, A. & Samuda, V. 1980. Learner and Teacher Roles in the Treatment of Oral Errors in Group Work. RELC Journal, 11, 49-63.
Burt, M. K. & Kiparsky, C. 1974. Global and Local Mistakes. In Shumann, J. H. & Stenson, N.
(Eds.), New Frontiers in Second Language Learning. Rowley, MA: Newbury House. 71-80.
Cai Longquan 2003. Why Don't Chinese Adult English Learners Speak English? ---An Analysis of Teachers' Instructional Language Teaching English in China (Quarterly) Vol.26 No.1
Calderhead, J. 1996. Teachers: Beliefs and Knowledge. In D. Berliner, & R. Calife (Eds). Handbook of Educational Psychology (pp. 709-725). NY: Simon & Schuster Macmillian.
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