西安讲座IRF三话步回合交互模式与交际性英语课堂教学给孟老师.ppt

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1、IRF三话步回合交互模式与交际性英语课堂教学,范文芳 清华大学外语系 ,一. 师生课堂交互的“伯明翰模式”,“伯明翰模式” 由以Sinclair and Coulthard（1975）为代表的英国伯明翰学派提出。 课堂上师生的交互分为五个级阶： 课（lesson） 课段（transaction） 回合（exchange） 话步（move） 话目（act） 其中最重要的是回合和课段：回合是师生会话的基本单位；不同的回合组成不同的课段,1.回合 IRF三话步回合交互模式,（1）典型的IRF三话步回合交互模式 三个话步： 教师引发（Initiation） 学生应答（Response 教师反馈或/和后

2、续话语 （Feedback or/and Follow-up） 简称为IRF,例1： T: Whats this? Trevor. (I) S: An axe. (R) T: Its an axe. Yes. (F) 例2：（请学生看图片比较乌龟和兔子的快慢） T: Who is fast? Ss: The rabbit is fast. T: Yes. The rabbit is fast.,（2）IRF大于三话步回合的交互模式 在很多时候，IRF三回合话步交互不是一次完成的，于是就会出现IRF 大于三话步回合的交互模式。 例1：（老师请学生看图片回答问题） T: What did he d

3、o? What did he do? You, please. (I) S: Play badminton. (R1 T: Badminton? Sit down, please. *, please. (RI) S: He played tennis. (R2) T: Perfect answer! OK! (F) 在上边的例子中，学生第一次回应的答案内容不正确，并且所用的时态 也有错误。老师再次引发问题，让另一个学生回答。这次回答是正确的， 于是老师做出正面评价性反馈。 再看下面的例子：,例2：（老师在用实物，教授学生单词“钢锯”） T: What do we do with a hack

4、saw, this hacksaw? (I) P: Cut trees. (R) T: Do we cut trees with this? (RI) P: No. No. (R) T: Hands up. What do we do with this? (RI) P: Cut wood. (R) T: Do we cut wood with this? (RI) P: No. (R) T: What do we do with that then? (RI) P: Sir. T: Cleveland. (RI) P: Metal. (R) T: We cut metal. Yes we c

5、ut metal. (F),例3：（老师一边往黑板上过灯笼模型，一边问） T: Whats Miss Wang doing? (I) Ss: Miss Wang is hanging up the lantern. (R1) T: Whats Miss Wang doing?(RI) Ss: Miss Wang is hanging up the lantern. (R2) T: OK! Good! (F) 在以上例子中，学生第一次回应的答案是正确的，但 老师仍再次引发问题让学生回答。学生在此回答正确后，老 师才做出正面评价性反馈。,注意： 当学生给出正确答案，老师不做出正面性评价反馈，而是再

6、次引发问题的做法，有时会给学生造成误解，使学生误认为第一次回应的答案是错误的，而后重新寻求答案，而且重新寻找到的答案往往是错误的。这时，学生会感到迷茫，甚至失去寻找正确答案的兴趣和信心，使用时需要十分谨慎。,请看以下例子（老师请学生听录音中的对话，听完后老师让学生说 所听对话中交际双方的关系）： T: What about dialogue two? Whats the relationship between the two speakers? (I) Ss: Teacher and student. (R1) T: Teacher and student? Are you sure? Ha

7、! Let me ask Chenchen. What do you think is their relationship? (RI) S: I think its student and student relationship. (R2) T: Student and student relationship? Whats the possible answer? (RI) Ss:#（注释：学生之间窃窃私语）Parent and child. (R3) T: Parent and child? OK, lets listen again. OK? (RI),(1)问题的类型 IRF三话步

8、回合课堂师生交际成功的重要一环是教师所提出的问题。教师提出的问题一般分成两类： 展示型问题：教师为达到某一特定教学目的而提出的、事先知道答案的问题，老师属于“明知故问”，这是为课堂交际而提出的问题。 参考性问题：教师不知道问题的答案而寻求信息的问题，是为真实交际而提出的问题。,2.IRF三话步回合中的提问,例1：（教授时间表达法） T: （把闹钟拨到9点）What time is it? (I) Ss: Its nine oclock. (R) T: Youre very smart. (F),例2： T: Richard, whats your favorite movie? (I1) S:

9、 My favorite movie is Ghost. (R1) T: Oh, your favorite movie is Ghost. Why do you like it? (F1; I2) S: Its scary. (R2) T: Oh, scary. You like scary movies? (F2; I3) S: Yes. (R3) T: Thats interesting.,(2)问题的层次性 教师所提出的问题具有层次性。 例1： T: All the students must wear school uniforms every day. What do you th

10、ink about the rule? S: I dont like the rule. I think we should wear what fits us. T: I like your idea.,例2：（教授关于“自由女神像”的课文） T: What do you know about the Statue of Liberty? (I) S: Its a gift from France to America. (R) T: Great! The Statue of Liberty was a gift from France to America. (F),例3： T: Ill

11、take you to a forest, because the imals Olympic Games will be held there. Would you like to go with me? (I) Ss: Yes. (R) T: Ok, lets go! (F),(3)问题的有效性 试分析以下例子中问题的有效性: T: Now take out your paper? Your paper? Here, this one. Sorry. Yah, this one. Paper. Here we have a chart in the paper, and you try t

12、o watch carefully for only two times. Yes, just only two times, and then just fill in this chart. Are you ready? Ready, class? Yes or no? Ss: Yes. (only a few students) T: Yes or no? Ss: Yes. (a few more students) T: Yes or no? Ss: Yes, ya. (Almost all and loud) T: Very good. Yes.,请看以下问题及其回应（在阅读故事”B

13、illy the Cat”之后，老师提出问题）： T: How can Billy come to the ground? Now work in group and find a way to solve the problem. (I) Group 3: Billy saw a man on the ground. He shouted, “Help, Help!” The man looked at Billy and said, “Clap your hands again!” Billy Clapped his hands. The kite flew out of his hand

14、s and he fell to the ground. Billy was happy. He hurt his legs, but he was safe on the ground. (R) Ss I) S2: black and white. (R) T: black and white. Thats right! *, you please. (F; I) S3: tall and short. T: tall and short. Thats right! Jassica! (F; I) S4: in front of, behind. (R) T: Wow! How do you

15、 know that? Good! Very good! How about Mike? (F; I),S5: long and short. (R) T: long and short. Maggi. (F; I) S6: heavy, light. (R) T: Yes! *, please. (F; I) S7: stand up and sit down. (R) T: Yes, up, down. Good try. You please. (F; I) S8: girl, boy. (R) T: Oh! girl, boy. Sally, whats yours? (F; I) S

16、9: clean, dirty. (R) T: Yes, ok, good! Everybody did a very good job today . Im proud of you! (F),（2）要避免零反馈 老师请学生回答问题后，如果做出零反馈，会影响学 生的学习情绪。特别是当老师对有些学生的回答做出正面 评价性反馈，而在有些学生回答后却做出零反馈，学生会 感到老师“不公平”，因而可能会导致学生产生消极的心 理后果。因此，老师要有意识地避免在学生回应后的零反 馈现象的发生。,例如：（老师说动词原形，让学生说出动词的现在分词。老师走到哪个学生旁边示意，哪个学生就回答） T: Ill sa

17、y the verb. You give me its ing form. Do you understand me? (I) Ss: Yes. (R) T: Good. Mark, can you try? Hang. (F; I) S1: Hang, hanging. (R) T: (0) Elisa (0; I) S2: Hang, hanging. (R) T: Good. Tim. (F; I) S3: Hang, hanging. (R) T: (0) (0),(3)不同教学层次上的教师反馈,IRF三话步回合，师生交互在不同层次的英语教学中，具有不同的表现形式。 例1：（老师一边往

18、黑板上挂图片，一边问学生） T: Whats Miss Wang doing? (I) Ss: Miss Wang is hanging up lanterns. (R) T: Good! (F) 例2：（老师请学生看图片回答问题） T: How about this one? *, do you want to have a try? (I) S: Watch TV. (R) T: Yes! Good! He watched TV last night. (F),例3：（让学生用英语解释单词） T: What about “trunk”, “trunk”? *, you please. (I

19、) S: The animals nose. (R) T: The elephants nose. When we talk about the elephants nose, we use “trunk” instead of “nose”. (F),二、课段 课段是由回合组成的。随着教学层次的提高，课段不断加长、加深。,例1. T: What are some of the rules you made for yourself? （I) S1: (Hand up) T: Yes. S1: Be quiet. (R) T: Oh, be quiet. Yes. (F),例2： T: I h

20、ave some pictures. Lets have a look. What is it? What is it? (I1) Ss: Lucky monkey. (R1) T: Yes, its lucky money. Do you like it? (F1; I2) Ss: Yes (R2) T: All children like it. (F),例3： T: Richard, whats your favorite movie? (I1) S: My favorite movie is Ghost. (R1) T: Oh, your favorite movie is Ghost

21、. Why do you like it? (F1; I2) S: Its scary. (R2) T: Oh, scary. You like scary movies? (F2; I3) S: Yes. (R3) T: Thats interesting. (F3),例4：（老师让学生看图片，回答问题） T: Whats this? (I1) S: Statue of Liberty. (R1) T: Yes. Its the Statue of Liberty. Can you say something about it? (F1; I2) S: The Statue of Liber

22、ty, I think, is sent to U.S.A. as a gift, by. (R2) T: By France. Ok. Its a gift given to the U.S.A. by France. What does it stand for? (F2; I3) S: Liberation. (R3) T: Liberty. Ok, thank you. What color is it? *, please. (F3; I4) S: It is grey. (R4) T: En. (F4),S: Because she has stayed in the sea fo

23、r many many years, and the wind made it grey. (R5) T: Yes, the wind makes it grey. Ok, sit down please. Thank you! So, we know, this is the Statue of Liberty. It is in New York city, right? If you want to learn more about the Statue of Liberty, you can do some research on the Internet after class. (

24、F5; F),请分析以下课段： T: I want you to give me more class rules in your school, so you think what rules that have not been mentioned in the not you have seen. Can you tell me some class rules you have made by yourself? You told me last night you made rules for yourself, right? What are some of the rules y

25、ou made for yourself? S1: (Hand up) T: Yes. S1: Be quiet. T: Oh, be quiet. Yes. I want you to. Any other rules? S2: (Hand up) T: Yes. S2: Hand in our homework on time, or well have punishment.,T: Oh, what is the punishment? S2: You will have to do more work. T: More homework. S2: Yes. T: Ok, Ok. It.

26、 Any other rules? S3: (Hand up) T: Great. Please. S3: (said one rule) T: Oh, . (repeated the rule or paraphrased the rule). Any other rules? S4: (said one rule) T: Oh, you dont be late for school. Very good.,三.从课段到语篇,1. What Subjects do you study at school? I study Chinese, math, English, art, music

27、 and P.E. at school.2. What subjects do you like? I like math, English and art.3. Whats your favorite subject? My favorite subject is art.4. Do you like your art teacher? I like my art teacher.5. What do you do in your art class? I draw in my art class.,6. Do you like drawing? I like drawing.7. Can

28、you draw well? I can draw well.8. What do you want to be when you grow up? (Do you want to be a teacher when you grow up?) I want to be a teacher when I grow up.9. What teacher do you want to be when you grow up? I want to be an art teacher when I grow up.,My Favorite Subject I study Chinese, math,

29、English, art, music and P.E. at school. I like math, English and art. My favorite subject is art. I like my art teacher. I like drawing and I can draw well. I want to be a teacher. I want to be an art teacher when I grow up.,四.结论,IRF三话步回合会话结构是英语课堂上师生交 互的基本模式。在课堂上，要根据所教授内容灵活 使用IRF三话步回合交互模式，并且有意识地提出 有层次、有深度的问题，加长、加深IRF三话步模 式，使之成为有效的课段，最终实现从语段到语篇 的顺利过渡。,Thank you ,