高中英語教師溝通控制之研究

A Study of the Teacher Communication Controls in Senior High School EFL Classrooms

陳淑幸(Shu-shing Chen)

指導教授 ： 曾守得教授

亞洲大學/人文社會學院/外國語文學系/碩士(2011年)

摘要

本研究旨在探討臺灣高中英語教師如何掌控整個溝通控制過程。研究重點在英語教室內之教師如何控制說話權、話題內容以及時間。資料收集採教室觀察法及訪談法。研究對象為三位中部某高中英文教師。研究者觀察三位教師各三個任教班級，每班各兩個完整的教學單元。研究者也採用教師訪談來深入了解有關於該教師上課內容的看法。訪談過程皆予以錄音。教室觀察過程經過逐節錄影、錄音並轉錄為逐字稿，再加以分類並進行資料分析。主要的發現如下：
第一、在控制說話權方面(含自控與他控)，高中英文教師在正常情況下，通常把說話權分配給全班學生，遠比給單一學生或一組學生為多。不過，學生違反教師說話權配給程序時，因應教學需求或不同學生情況，高中英文教師會使用接受、斥責、忽略或拒絕策略以控制學生說話權，而最常採用的是「接受策略」。
第二、在話題掌控方面，在「與教材內容相關的話題」與「非與教材內容相關的話題」中，英語教師主要採用前者最多。在「與教材內容相關的話題」之「教材內容的話題」控制中，「語言話題控制」以與英文文法相關的話題為主，但在教授「補充教材」時，則以與語意相關的話題控制為主，在「非語言結構」的話題控制上，則以與教學歷程相關的話題控制為主。在「非與教材內容相關的話題控制」中，亦以與教學歷程相關的話題控制為主。在話題連續與非連續掌控方面，以話題連續中之「開啟相關的話題控制」為主。
第三、在掌控教學時間方面，老師花費在教學中比教學前和教學後階段時間較多，而每人說話權以及每個話題的分配時間，完全在老師的掌控中，未超過平均時間值。教師時間分配考量以話題優先→說話權其次→時間再次之的順序，較符合教學原理的優先順序。本研究結果，可提供高中英語教師在控制說話權、話題種類選擇及時間掌控參考。

關鍵字

溝通控制 ； 說話權控制 ； 話題權控制 ； 時間權控制

並列摘要

The present study aims to explore teachers' floor controls, topic controls, and time controls in senior high school English classrooms. Data were collected through classroom observation and interviews. The subjects were three senior-high-school English teachers and their students in each of the three classes taught by the teachers respectively. Classroom observations were conducted on two lesson units of the three teachers' instructions in three different classes, in total 35 classroom sessions, which were recorded by a Sony Recorder and a Sony Video Camera. Interviews with the teachers were also recorded, and were used to validate the classroom observation. The data were recorded, transcribed, coded, and analyzed. The major findings were presented as follows:
First, with regard to floor controls (i.e., self and other), the open-bidding controls were most frequently used in self controls. In other controls (i.e., improvisation controls), the accepting controls were most frequently used when students violated teachers' turn-allocation procedures or initiated their speaking turns.
Second, in regard to topic controls, the teachers used the material-related topic controls more frequently than the non-material-related topics. In the textbook material-related linguistic topic controls, topics on English grammar were used most frequently. However, in the supplementary material-related linguistic topic controls, semantic topic controls were used most frequently. Among the four non-linguistic topic controls of the material-related topics and non-material-related topic controls, the procedural topic controls were adopted most frequently. Among the topic continuity and the topic discontinuity controls, the topic initiation controls were most frequently employed.
Third, as to time controls, the teachers used a majority of time in the instructional phase compared with those in the pre- and post-instructional phases. The three EFL teachers fully controlled the timing of floor and topic on each student well below the average time limit. The priority sequence for time controls that the three
EFL teachers follow for pedagogical consideration is predominantly based on topic first, floor second and then time. Pedagogical implications and suggestions for future study were suggested.

並列關鍵字

Communicative Controls ； Floor Controls ； Topic Controls ； Time Controls

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