從互動角度分析華語遠距同步教學中新手教師的話語特徵

教師話語是教師用於組織和管理第二語言課堂，使之順利實現教學目標的語言，它即是教學的媒介語，也是目標語。遠距同步教學雖是一種新型的教學模式，確在全球疫情期間作為最佳教學方式備受推崇。有鑑於此，研究在遠距同步教學環境下教師話語特徵以及與學生互動時的話語結構的重要性不言而喻。研究者採用會話分析法，通過教學視頻的轉寫、逐字稿整理、歸類分析、進行總結。研究結果顯示:在遠距同步教學環境下，新手老師有在刻意把控語速，特別是在第一堂課中。但在發生自我錯誤導致緊張時、進行文化背景知識講解時，都會不自覺的加速；停頓不僅出現在教師等待學生回答時，還出現在教師準備措辭時，但在處理停頓時，未給予學習者充足的準備和回答時間；在詞彙調整上，還是以英翻中的方式；在句法調整上，簡化了句型並也傾向用英文翻譯；在言談調整上，容易出現冗詞贅句，模糊焦點。但新手老師們對在語音上的調整做得很好，清晰的發音，句子中的生詞進行重讀，即使略帶誇張，但在這種依託網絡訊號的教學媒介下，是值得提倡的。在遠距同步教學環境下，新手老師與學生之間的話語結構主要以IRF（Initiation-Response-Feedback/Follow up）為主，但在教師對問題進行追問、補充說明、糾錯、同儕相互提問、同儕相互幫助中衍生出其他結構。最後，研究者根據研究分析結果提出以下建議：針對本研究新手教師所參與的數位華語師資培訓進行部分調整，提高教學技能時數比重，減少數位平台操作技能培訓時間，增加教師話語內容及進行口條訓練。新手教師應不斷累積教學經驗，多與同儕、前輩教師溝通交流。時刻檢測自身言語規範度，增強自省能力。保持積極的教學態度，培養高度責任感。緊跟社會發展潮流，學習新的教學媒介。

關鍵字

教師話語；課堂互動；新手教師；話語特徵；華語遠距同步教學

並列摘要

Teacher's discourse is the language used by teachers to organize and manage the second language class and make it realize the teaching goal smoothly. It is both the medium language of teaching and the target language. Although synchronous distance learning is a new teaching mode, it has been highly praised as the best teaching method during the 2019-nCov Epidemic. In view of this, it is of great importance to study the characteristics of teachers' discourse and the structure of their discourse when interacting with students in the synchronous distance synchronous teaching environment. The researcher adopts the conversational analysis method, through the transfer of teaching video, verbatim manuscript sorting, classification analysis, summary.   The results of the study show that: in the synchronous distance teaching environment, novice teachers are deliberately controlling the speed of speech, especially in the first class. However, when self-error leads to tension and cultural background knowledge is explained, the novice teacher will accelerate unconsciously; The pause occurs not only when the teacher is waiting for the student to answer, but also when the teacher is preparing words. But when dealing with the pause, learners are not given enough time to prepare and answer. In terms of vocabulary adjustment, or in the Way of English translation; In terms of syntactic adjustment, sentence patterns are simplified and English translation is preferred. In the speech adjustment, easy to appear redundant words, fuzzy focus. However, novice teachers have done a good job of adjusting the pronunciation, pronouncing clearly and stressing new words in sentences, even if a little exaggerated, in this internet-based teaching medium, which is worth advocating. In the remote synchronized teaching environment, the discourse structure between the novice teacher and the student was mainly IRF (Initiation response-feedback /Follow up), but other structures were derived from the teacher's questioning, supplementary explanation, error correction, peer questioning and peer helping each other. Finally, based on the results of the study, the researchers put forward the following suggestions: make some adjustments to the training of digital Chinese teachers in this study, increase the proportion of teaching skills, reduce the training time of digital platform operation skills, add the content of teachers' discourse and conduct oral training. Novice teachers also should constantly accumulate teaching experience and communicate with their peers and senior teachers, constantly detect their own speech norms, enhance the ability of introspection, maintain a positive teaching attitude and develop a high sense of responsibility, keep up with the trend of social development and learn new teaching media.