Classroom Discourse Analysis in College English Classes--- Focusing on Input-Output opportunities of Non-English Major Students at the Star Normal University

摘要近年来，交际能力作为英语综合应用能力的重要组成部分在大学英语教学中越来越受到关注与重视。互动假说理论认为可理解性输入与输出在学习者二语习得过程中起到关键作用。对于非英语专业的中国大学生来说，学习者在日常学习生活中所接受的语言环境是母语中文，所以大学英语课堂是多数学习者接触英语、使用英语的主要场所。89235

因此，本研究分别选择了两个大学英语A班和B班作为研究对象。研究者对四位老师的两次大学英语课堂进行观察与录音，并将语料录音转化为文字材料后，着重分析大学英语课堂的话语情况。此外，本研究还编制了问卷《影响大学生与老师在英语课堂形成互动的因素调查》，用以调查被选中四个班级的学生个人因素与其课堂互动的关系。四位任课教师接受了关于与课堂互动有关的教学设计细节的访谈。数据分析的重点集中于以下几个方面：1）教师话语时间与次数和学生话语时间与次数；2）课堂上话轮转换的掌握权；3）会话交互模式与频率；4）目的语输出数量与学习者性别，性格，学习动机，英语水平等一些变量之间的关系；5）中文与英语的使用分布情况；6）教师提问方式等。

研究结果显示教师在课堂会话中占主导地位，所以学习者在大学英语课堂上能够得到足够目的语的输入，但是同时学习者又缺少使用、输出目的语的机会。并且，教师与学习者之间的课堂交互也受到学习者学习目的语情况、性格和学习动机等因素的影响。在此基础上，研究者尝试提出一些英语教学中可使用的策略。例如，1）教师应该确保目的语输出的质量的同时，丰富课堂提问方式以促进学生高阶思维技能的锻炼，多让学生参与到有意义的协商与交流中；2）教师应当让学生最大限度地加入到课堂活动中以推动师生之间的话语交互；3）无论是课堂活动的设计还是课堂会话的控制，教师都应该考虑学生的个人因素等。来自优Q尔W论E文R网wWw.YouERw.com 加QQ75201.8766

【毕业论文关键词】：课堂话语；课堂交互；教师话语；学生话语

Abstract In recent decades, people value communicative competence as part of comprehensive English language abilities to be developed in college。 The interaction hypothesis illustrates that both input and output are crucial for learners to acquire the target language (TL)。 For non-English major students, English classroom is the main occasion to use English in Chinese universities, since Chinese is the main language environment the students are in。 

Therefore, this study selected respectively two Levels A and B classes as research objects。 The methods employed in the research included: 1) classroom observations with audio recordings, 2) questionnaires to students, and 3) interviews with the teachers。 Data analysis focused on 1) classroom interaction patterns in terms of teacher talk time and times vs。 student talk time and times, 2) who initiated interaction turns in the classes, 3) interaction patterns and frequencies, 4) the relationship between output numbers and some variables, such as gender, personality, motivation, English levels, etc。, and the distribution of L1 and TL and the types of questions。

The results of the research discovered that teachers played a dominant role in class; students are exposed to adequate TL input but they do not have adequate opportunities to speak, or to use the TL。 Classroom interaction is influenced by students’ learning situation, personality and motivations。 Some implications for EFL teaching are proposed, such as, teachers’ need to ensure quality input; varied teacher questions with emphasis on higher order thinking skills, and the need to involve students in meaningful negotiation。 Furthermore, chances should be maximized for students to join classroom activities。 Finally, teacher should take students’ factors into consideration。