Comparing Discourse Behaviors of a High‐Rated and a Low‐Rated Chinese EFL Teacher: A Systemic Functional Perspective
Comparing Discourse Behaviors of a High‐Rated and a Low‐Rated Chinese EFL Teacher: A Systemic Functional Perspective
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比较高评价和低评价中国英语教师的话语行为：系统功能视角
DOI：
10.1111/modl.12495
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
X. Tao
中科院分区：
文献类型：
--
作者：
X. Yang;X. Tao
摘要：本个案研究比较了两位中国英语教师的话语行为，一位被学生评为高分，一位被学生评为低分。在强化阅读课程的“文本会议”期间，每位教师都被录音，总共100分钟。根据Yang（2010）在系统功能语言学框架下提出的EFL课堂话语模式，每个教师的课堂都被转录和编码，包括：（a）教师与学生互动的方式，（B）互动过程中交换的信息种类，（c）信息交换的内容。对两位教师的选择实例进行了定量分析，揭示了他们不同的话语特征。高评价的老师大部分时间都在发言，但介绍了吸引人的信息，营造了友好的氛围，同时在文本学习，语言学习和生活经验分享之间保持平衡。低评价的教师给学生更多的发言机会，但选择脱离信息，使一个遥远的关系，而把他的课语言学习。这些语篇特征是以意义模式来描述的，这些意义模式以词汇语法形式来实现，同时又包含特定的语境价值。研究结果与学生对有效教学的看法有关，并对英语教师在课堂互动中的表现进行了探讨。[摘要]
Abstract: This case study compares the discourse behaviors of 2 Chinese teachers of English as a Foreign Language (EFL), one rated high and one rated low by their respective students. The teachers were each audio‐recorded for a total of 100 minutes during the ‘text session’ of an Intensive Reading course. Drawing on Yang's (2010) model of EFL classroom discourse developed within the framework of Systemic Functional Linguistics, each teacher's class was transcribed and coded in terms of the teacher's choices of (a) ways of interacting with students, (b) kinds of information exchanged during interaction, and (c) contents of the information exchanged. All instances of the two teachers’ choices were also analyzed quantitatively, which revealed their different discourse features. The high‐rated teacher takes the floor most of the time but introduces engaging information that construes a friendly ambiance, while keeping a balance among text study, language study, and life‐experience sharing. The low‐rated teacher gives students more speaking opportunities but chooses disengaging information that construes a distant relationship, while devoting his class to language study. These discourse features are described in terms of meaning patterns that are realized in lexicogrammatical forms while construing specific contextual values. The findings are discussed in relation to students’ perceptions of effective teaching, and implications for EFL teachers’ performance in classroom interaction are explored. [ABSTRACT FROM AUTHOR]