大學英語教師課室言談分析:以兩位英語教師為例

An Analysis of Teacher Talk in English Classroom: A Case of Two University Teachers

林聖博(Lin, Shengbo)

指導教授 ： 陳月妙

國立中正大學/文學院/英語教學研究所/碩士(2013年)

摘要

本研究之主要目的在探索大學EFL課堂中，大學教師發言的立足點及立足點轉變的狀況。本研究參與者是兩位國立大學教師及其任教班級共五十三位學生。兩位教師的上課內容都以錄影錄音記錄，並作為言談之依據。觀察時間從2010年10月至2010年12月，資料蒐集時間共計25小時。上課所蒐集之錄音轉譯成逐字稿供後續資料分析。資料分析方式包括將教師言談種類分類、立足點作分類，並計算其使用頻率。
研究結果顯示，在課堂中兩位大學教師最常出現教材媒介者、評量者、教材解釋說明者三個立足點。又因為兩位大學教師各自教學比例的不同，便產生各自獨有的說話模式。另ㄧ方面，結果也顯示出兩位大學教師在課堂中大多時間還是以權威的立足點為根本。
本研究認為探索大學EFL課堂中的教師課室言談極為重要，它可以作為教師教課言談的基礎、並作為教師自我檢視、教學督導之依據參考，同時據之發展出更有教學效率的課室言談模式。

關鍵字

外語學習 ； 教師言談 ； 教師言談立足點

並列摘要

This study aims to investigate and analyze the talk of university EFL teachers in their classroom interaction in Taiwan. The present study identify different footing patterns that teachers used and examines the shifts of footing occurred while conducting the classes.
Two teachers and 53 undergraduate students in central Taiwan participated in this study. All of the individual and group oral presentation performances were video-taped and audio-taped. The classes were observed and totally 25 hours of the lessons were audio-taped from October 2010 to December 2010. The data from audio-tapes were transcribed verbatim as the main basis of analysis. The analysis of the data included identifying the teacher talk types and the footing patterns. Methods such as statistical analyze and content analyses were adopted and an attempt was made to triangulate multiple sources of data. The findings revealed that the two teachers most frequently used three footings, for instance, Mediator, Evaluator, and Teaching material interpreter. Owning to the frequency and distribution of the footings, the two teachers all have their own discourse structures and teaching styles. The result also shows that the two teachers mostly adopted authoritative footings.
The study concludes that an understanding of the role of teacher talk in university EFL classroom interaction is taking of great importance on teacher talk may contribute as: (1) it give teachers the chances for self-monitoring and teacher supervising, (2) it may help current teachers develop a more effective teacher talk.

並列關鍵字

EFL ； teacher talk ； footing of teacher talk

參考文獻

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