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大学英语精读课教师话语的多模态分析随着社会的发展，越来越多的学生参加英语精读课，以提高英语精读和写作能力。
然而，英语精读课的教师话语在一定程度上也会影响学生的学习成果。
因此，本文将进行一项研究，以更深入地了解英语精读课教师话语的多模态分析。
首先，英语精读课教师的话语具有明确的目的意义。
一方面，英语精读课教师的话语主要是为了教学，并在课堂上宣传知识，引导学生理解，实施教学。
另一方面，教师在英语精读课中还会使用其他言语，以激励学生学习，增强学生的自信心和主动性，从而提高学生的学习能力。
此外，教师还会用语言来处理班级内部关系，关心学生学习情况。
其次，英语精读课教师话语表达的方式有三种，即指令，对话和解释。
指令是最常用的方式，教师通过指令的形式告知学生要做什么，从而达到教学的目的。
对话是教师和学生之间的交流，可以有效地激励学生回答问题，增强学生的自信心。
解释则是教师给出自己的解释，帮助学生理解课堂上的知识点。
此外，英语精读课教师在课堂上使用的语言具有一定的语言特点。
首先，教师在课堂上使用语言要精确，准确地把握学生的学习水平，相应地调整课堂氛围。
其次，教师要注重话语的连贯性，用简明扼要的语言来表达自己的观点，不要让学生对课堂内容有过多的疑问。
最后，教师要提供充分的互动机会，让学生参与到课堂上的讨论和交流中来，使学生更主动参与课堂的学习。
综上所述，英语精读课教师话语的多模态分析着重分析了话语的目的意义、表达方式和语言特点。
这些内容可以帮助教师进行有效的英语精读教学，提高学生的学习能力，从而为学生英语精读课的学习提供良好的学习环境。
大学英语课堂教师话语调查与分析的开题报告
一、研究背景
在大学英语课堂教学中，教师话语一直是关注的重点之一。
教师话语不仅直接影响学生的理解和学习效果，还反映了教师对课堂的掌控和对学生的态度。
因此，对教师话语的调查和分析对于提高教学质量、促进教师专业化发展有着重要的意义。
二、研究目的
本研究旨在通过调查大学英语课堂教师话语特点、分析教师话语的优缺点，探讨如何促进大学英语课堂教师话语的有效性和充实性，提高教学效果。
三、研究问题
1.大学英语课堂教师话语的类型有哪些？
2.大学英语课堂教师话语的语言特点是什么？
3.分析大学英语课堂教师话语的优缺点。
4.如何促进大学英语课堂教师话语的有效性和充实性？
四、研究方法
本研究采用问卷调查和语料库分析相结合的方法进行研究。
通过给予大学英语教师问卷调查，了解大学英语课堂教师话语的类型和语言特点，并分析大学英语课堂教师话语的优缺点。
同时，利用语料库进行文本分析，探讨如何促进大学英语课堂教师话语的有效性和充实性。
五、论文结构
第一章研究背景和目的
第二章相关文献综述
第三章研究方法
第四章数据分析
第五章结论与建议
参考文献：
1. 赵洁.浅谈大学英语课堂教学中教师话语的作用[J].外语研
究,2018,105(03):36-38。
2. 盛善玲.英语课堂中教师话语分析——以初中英语教学为例[J].教学与管理,2019(09):73-74。
3. 李瑞莲. 大学英语课堂教师话语问题的分析与探讨[J].语文教育研究,2019(07):118-119。
大学英语课堂教师话语研究The use of language in the classroom is an important aspect of teaching and learning. As a key medium for communication, language plays a crucial role in shaping the learning environment and influencing student learning outcomes. In the context of university English classes, the language used by teachers is particularly important, as it can have a significant impact on students'ability to understand and engage with the material. Therefore, a study of teacher talk in university English classes is necessary to understand how language is used to facilitate learning and how it can be improved. This study aims to examine the nature and functions of teacher talk in university English classes, with a focus on the ways in which it supports or hinders student learning. By understanding the role of teacher talk in the classroom, we can identify best practices for effective communication and promote more effective teaching and learning in university English classes.1. Introduction to teacher talk in university English classesTeacher talk, or the language used by teachers in the classroom, plays a crucial role in shaping the learning environment and influencing student learning outcomes. In university English classes, where language is the primary medium for communication and understanding, the use of teacher talk is especially important. This introduction to teacher talk in university English classes aims to provide an overview of the nature and functions of teacher talk, as well as its role in facilitating student learning.Teacher talk can be categorized in various ways, including its purpose (e.g. giving instructions, explaining concepts, asking questions), its form (e.g. direct, indirect), and its function (e.g. controlling, influencing, facilitating). In university English classes, teacher talk may serve a variety of functions, such as providing information, eliciting student responses, and promoting critical thinking.Despite its importance, teacher talk is often understudied in the field of education. A lack of understanding of teacher talk can lead to ineffective communication in the classroom, which can hinder student learning. Byexamining the nature and functions of teacher talk in university English classes, we can better understand how language is used to facilitate learning and identify best practices for effective communication in the classroom.2. The role of teacher talk in facilitating student learningThe role of teacher talk in facilitating student learning is a crucial aspect of teaching and learning in university English classes. Through the use of language, teachers can shape the learning environment and influence student understanding and engagement with the material. In this section, we will explore the ways in which teacher talk can support student learning and the factors that can impact its effectiveness.One of the key ways in which teacher talk can facilitate student learning is by providing clear and concise explanations of concepts and ideas. By using language that is appropriate for the students' level of proficiency and using visual aids and examples to illustrate complex concepts, teachers can help students understand and retain new information. Additionally, teacher talk can help to engage students in the learning process by asking open-ended questions and encouraging participation and discussion.However, the effectiveness of teacher talk in facilitating student learning is not solely dependent on the teacher. Factors such as the students' prior knowledge and motivation, the complexity of the material, and the classroom environment can all impact the effectiveness of teacher talk. By understanding these factors and adapting their language use accordingly, teachers can better support student learning through their talk.In summary, the role of teacher talk in facilitating student learning is multifaceted and complex. By using language effectively and considering the various factors that impact its effectiveness, teachers can support student learning and promote a positive learning environment in university English classes.3. The functions of teacher talk in university English classesTeacher talk, or the language used by teachers in the classroom, serves a variety of functions in university English classes. These functions can be categorized based on their purpose (e.g. giving instructions, explaining concepts, asking questions), form (e.g. direct, indirect), or function (e.g. controlling, influencing, facilitating). In this section, we will examine the various functions of teacher talk in university English classes and the waysin which they support student learning.One of the primary functions of teacher talk is to provide information and clarify concepts. This can involve explaining new ideas, defining terms, and providing examples. By presenting information in a clear and organized manner, teachers can help students understand and retain new material.Another important function of teacher talk is to elicit student responses and promote critical thinking. This can involve asking open-ended questions, encouraging discussion and debate, and providing opportunities for students to share their own ideas and perspectives. By engaging students in this way, teachers can foster a sense of ownership over the material and encourage deeper learning.Teacher talk can also serve a number of other functions in the classroom, such as controlling the flow of the lesson, influencing student behavior, and establishing a positive learning environment. By understanding the various functions of teacher talk and using language effectively, teachers can support student learning and promote a positive classroom culture.4. Identifying best practices for effective teacher talk in the classroom Effective teacher talk is a key factor in promoting student learning and engagement in university English classes. By using language effectively, teachers can shape the learning environment and influence student understanding and motivation. In this section, we will explore best practices for effective teacher talk in the classroom and discuss strategies for improving teacher language use.One important aspect of effective teacher talk is clarity. By using languagethat is appropriate for the students' level of proficiency and avoiding jargon and overly complex language, teachers can help students understand and retain new information. Visual aids, such as diagrams, charts, and videos, can also be helpful in supporting understanding.Another key factor in effective teacher talk is engagement. By asking open-ended questions, encouraging discussion and debate, and providingopportunities for students to share their own ideas and perspectives, teachers can foster a sense of ownership over the material and encourage deeper learning.In addition to these practices, there are a number of strategies that teachers can use to improve their language use in the classroom. These may include seeking feedback from students, engaging in professional development opportunities, and reflecting on their own language use. By implementing these strategies, teachers can improve their effectiveness in facilitating student learning through their talk.In summary, identifying best practices for effective teacher talk in the classroom is an important aspect of teaching and learning in university English classes. By using language effectively and implementing strategies for improvement, teachers can support student learning and promote a positive learning environment.5. The impact of teacher talk on student engagement and motivationThe impact of teacher talk on student engagement and motivation is a significant factor in the effectiveness of teaching and learning in university English classes. By using language effectively, teachers can shape the learning environment and influence student understanding, attention, and motivation. In this section, we will explore the ways in which teacher talk can impact student engagement and motivation and discuss strategies for promoting positive outcomes.One way in which teacher talk can impact student engagement is through its clarity and organization. By using language that is appropriate for the students' level of proficiency and presenting information in a clear and logical manner, teachers can help students understand and retain new material.This can lead to increased engagement and attention in the classroom.Teacher talk can also impact student motivation by promoting a sense of ownership and involvement in the learning process. By asking open-ended questions, encouraging discussion and debate, and providing opportunities for students to share their own ideas and perspectives, teachers can foster a sense of ownership over the material and encourage deeper learning. This can lead to increased motivation and a more positive attitude towards learning.In addition to these practices, there are a number of strategies that teachers can use to promote student engagement and motivation through their talk. These may include using a variety of teaching methods, providing positive reinforcement and feedback, and adapting their language use to the needs and interests of their students. By implementing these strategies, teachers can promote a positive learning environment and support student engagement and motivation.In summary, the impact of teacher talk on student engagement and motivation is a significant factor in the effectiveness of teaching and learning in university English classes. By using language effectively and implementing strategies for promoting positive outcomes, teachers can support student learning and create a positive learning environment.6. Exploring strategies for improving teacher talk in university English classesImproving teacher talk in university English classes is an important aspect of teaching and learning, as effective language use can shape the learning environment and influence student understanding, engagement, and motivation. In this section, we will explore strategies for improving teacher talk in university English classes and discuss the ways in which these strategies can support student learning.One strategy for improving teacher talk is seeking feedback from students. By soliciting feedback from students on their language use, teachers can identify areas for improvement and make adjustments accordingly. This can be done through formal evaluations or more informal methods such as class discussionsor one-on-one conversations.Another effective strategy for improving teacher talk is engaging in professional development opportunities. These may include workshops, seminars, or online courses focused on language use in the classroom. Theseopportunities can provide teachers with new ideas and strategies for improving their language use and facilitating student learning.In addition to seeking feedback and engaging in professional development, teachers can also improve their language use by reflecting on their own practice. This may involve analyzing recordings of their own class sessions, seeking feedback from colleagues, or setting specific goals for improvement.In summary, exploring strategies for improving teacher talk in university English classes is an important aspect of teaching and learning. By seeking feedback, engaging in professional development, and reflecting on their own practice, teachers can identify areas for improvement and make adjustments to support student learning.。
浅析大学英语课堂教师话语问题和相应对策【关键词】教师话语量；提问类型；提问技巧；反馈策略0 引言教师话语（teacher talk）是指教师在外语课堂上为组织和从事教学所使用的语言。
教师话语在组织课堂教学和语言习得过程中起着至关重要的作用，它是教师执行教学计划的工具，也是学生语言输入的重要来源。
教师话语的数量和质量会影响甚至决定课堂教学的成败（hakansson，1986年）。
教师话语包括语言调整、话语量、提问方式和信息反馈。
其输入的语言应有准确性、规范性及示范性等特点。
然而很多英语教师在课堂教学中的话语质量不高，课堂提问类型单一，对教师话语的有效运用缺乏认识和操作能力。
本文分析了教师课堂话语中存在的问题，阐述了提高教师课堂话语质量的对策。
1 教师话语存在的问题分析1.1 教师的业务水平影响语言学习环境的真实性多数国内英语教师主要通过课本和媒体等间接方式学习英语文化和历史背景知识，没有直接的语言学习经历。
一些教师在讲解过程中有可能使用中式英语（chinglish），这会导致语用失误（pragmatic failure）现象。
这样的英语无法让学生感受到自然真实的语言环境，阻碍学生交际能力的发展。
另外一种“照管式的语言”（caretaker language），特点是像对刚学话的小孩讲话那样，清楚缓慢，句子结构简单，句型单一，词汇量小，且重复多遍。
这也会影响语言环境的真实性。
1.2 课堂交流是单向交际；教师话语量过多swain认为，尽管“可理解的输入”对语言学习必不可少，但可理解性输入本身还不足以导致成功的语言习得，成功的二语学习者不仅需要可理解的输入，更需要“可理解的输出”。
赵晓红（1998年）调查大学英语阅读课教师话语后发现，在中国英语课堂上，教师话语占据了70%以上的课堂时间，而且大多集中在对课文的讲解。
学生语言输出不足，上课参与意识不强。
1.3 教师提问类型不平衡，技巧欠佳教师提问一般分为展示性问题和参阅性问题。
收稿日期：2018-11-20教学质量。
2英语教师课堂话语中存在的问题2.1教师话语量过多，缺少师生互动目前，大学英语课堂教学中老师在课堂上话语量很多时候都超过了学生的话语量，比如，在一节45分钟的英语课中，老师说话的次数占整个课堂的85%，而学生在课堂上发言的次数却是寥寥无几。
很多时候，学生可以发言的机会只是取决于老师的课堂提问次数，其余都是老师滔滔不绝地在讲课。
现在的大学英语课堂仍然采用传统的教学方法，以老师在讲台上讲课为主，学生在下面听讲为辅。
这种传统的教学方式，不仅让课堂变得枯燥无味，让学生没有学习的兴趣，并且很大程度上限制了老师与学生之间的沟通交流，缺乏师生互动，阻碍了师生感情的发展。
英语作为语言学科，一旦缺乏了师生之间的沟通，就会造成英语教学质量的下降，影响教学成果，使得老师传播的英语语言输出成为无效输出，严重影响了学生英语学科的学习效果。
2.2教师提问方式简单单一研究表明，在我国大学英语教学中，使用中文比使用英语还要频繁。
英语课堂中假若过量的使用中文，将导致学生缺乏对英语语言的认识，不利于学生对英语的学习和掌握。
而且，在英语课堂上，老师应该主动与学生进行学识交流，促进彼此之间的沟通，促进学生在课堂上对英语语言表达能力的提升。
而现在部分大学的老师在英语课上总是忽略了与学生沟通，即使是在课堂提问的时候，提问的方式也过于单一，包括问题没有深度，不利于学生培养自我逻辑思维能力。
而且很多时候，老师在提问的时候已经把正确答案说出来了，不利于学生自主思考；提问的知识点也都是局限在英语课本上的知识内容上，教学内容过于局限，学习的知识面有待扩展。
2.3教师语言反馈对于笼统教师不仅是学生成长学习的领导者，还是评估学生学业的评判者。
但是目前看来，很多大学的英语老师在对学生学业进行评判的时候，并没有做好对其有针对性的评价。
对学生成绩的评价过于放松，不利于学生对英语课堂教学产生持续的兴趣。
并且，老师在评价中话语分析过于笼统和简单，这样的评价容易造成学生无法理解老师的真正用意，限制了学生对语言学习的思考。
jsjyit@—课程表学优秀高校英语教师课堂话语模因研究李春梅(广东外语外贸大学南国商学院英文学院，广州510545)摘要：英语教师课堂话语是教师教学的工具和媒介，也是学生获得可理解性目标语输入的主要来源和输出形式。
英语教师课堂话语的复制和传播对英语学习起到重要作用。
研究者对一名优秀高校英语教师课堂话语进行质性研究，发现优秀高校英语教师课堂话语因得到学生积极反馈而形成教师话语模因，可分为初级、中级和高级三种类型；促成话语模因形成的积极因素有教师幽默话语、凝练话语和贴近学生话语，阻碍其形成的因素有远离学生思想话语和课堂紧张气氛。
关键词：高校英语教师；优秀教师；课堂话语；语言模因中图分类号：G642 文献标识码：A文章编号：2095-5995 (2019) 01-0056-07引言课堂话语是个非常宽泛的概念，包括教师话语、学生话语、师生互动话语、甚至课堂闲话[1]。
外语教 师的课堂话语不仅是其组织教学的工具和媒介，还是 学生在课堂获取可理解性目标语输入的主要来源和 输出的表现形式[2][3]。
教师课堂话语在课堂教学和学 生语言习得过程中起着不可替代的作用。
如何使外语 教师课堂话语对学生的二语习得价值最大化，是外语 教师研究者及二语习得研究者都值得关注的问题。
我 国关于外语教师课堂话语的研究涉及教师语言数量、质量、效果、功能、方式等多个视角，本研究将从语 言模因论视角，以教师个案研究的方式，探究优秀教 师课堂话语模因的分类及影响因素。
一、文献综述(_)外语教师课堂话语研究在21世纪初，我国二语习得研究日益展开，教 师课堂话语（classroom ta lk)研究也逐步增多。
研 究按照语用功能可分为三类:[3]w(1)可理解语言 输入和输出课堂话语研究，主要涉及师生产出话语 数量、质量、语言特征及效果[s][s];(2)意义协商与知识建构课堂话语研究，如中外教师在课堂上IR F交互模式、话步频数对比、师生协商互动的比 例、发起方、协商形式、教师提问或反馈等;m[_⑶课堂组织、管理、规约话语研究[6]。
英语课堂中的教师话语分析【摘要】教师话语在英语课堂教学中有着及其重要的作用，既是主要的语言输入，也是主要的教学媒介。
本文分析了英语课堂中教师话语的现状，进而提出了提高教师课堂话语的策略，以改善课堂教师话语的质量，提高课堂教学效率，更有利于学习者的语言习得。
【关键词】教师话语英语课堂语言教学一、引言课堂是教师和学生语言交流的主要场所，是教师控制学生情感因素、协调学生、学习行为，使学生获得主要语言输入的地方。
在英语课堂上，教师课堂语言是学生获得可理解的语言输入的一个重要来源。
教师课堂语言直接影响学习者学习语言的效果，研究教师语言有助于了解学生掌握语言的条件，认识具有积极作用的课堂行为，有利于提高教学效果。
二、教师话语的概念和功能教师话语是指课堂上教师对本族语为目的语的学生的讲课用语。
一方面，教师话语具有目的语使用的示范作用，另一方面，也是学生语言输入的重要途径。
无论采用何种教学方法，如何组织课堂活动，教学内容是什么，教师话语的运用贯穿了整个教学过程。
教师话语对课堂教学的组织及学生的语言习得二者都至为关键，这不仅因为教学内容只用通过完美的教师话语的组织与传授才能达到理想的教学效果，而且因为它本身还起到目的语使用的示范作用。
教师话语在组织课堂教学和语言习得过程中具有双重功能，为学习第二语言提供两个前提条件：其一，作为简化后的目的语，向学习者提供可理解输入；其二，作为一种管理、组织和指导课堂活动的媒介，使学习者更好地利用课堂。
由于教师话语的优劣对语言教学会产生很大的影响，从某种意义上来说，教师话语的数量和质量会影响甚至决定课堂教学的成败。
三、我国英语课堂中教师话语存在的问题在我国的英语教学中，教师话语尚未引起足够的重视。
教师话语在课堂的使用上还存在着很多问题，主要表现在一下以及方面：（一）目前，不少英语教学课堂主要是“以教师为中心”的传统教学法，教师占据了课堂的主导位置，学生只是消极被动地接受来自教师的大量信息。
