319 / 2021-09-02 22:28:46

IRF框架下的外语教学在线直播课堂有效互动研究（参加优秀论文奖评选-汤敏）

外语教学;线上直播教学; IRF;互动策略

摘要：由于新冠疫情的爆发，线上教学成为了疫情期间的主要教学方式，随着新的教学语境的出现，课堂互动的特点必定会随之改变，因此本文选择基于IRF(Initiation-Response-Feedback)课堂会话模式，通过观察记录三位教师的大学英语课堂，且将课堂互动部分转写为文本，分析了线上外语直播课堂互动的IRF会话模式，呈现特点以及课堂有效互动中教师所使用的互动策略，结果显示课堂会话多以IRF三话步模式的变体形式呈现，比如多回应序列，且互动中学生多以文字形式回应，而教师在发起话步多重复提问有时甚至会重复3次甚至更多，发起互动时会通过一些寻求回应的标志词发出互动信号。

关键词：外语教学;线上直播教学; IRF;互动策略

Abstract: Due to the outbreak of COVID-19, online teaching has become the main teaching method during the epidemic. With the emergence of the new teaching context, the characteristics of classroom interaction will inevitably change. So this paper chooses the IRF (Initiation-Response-Feedback) classroom conversation structure as the framework, obseving and recording three college English teachers' live online classrooms. The interaction parts are transcribed into text. Based on the trancript, the study analyzes the types of IRF, characteristics of the conversation patterns and interactive strategies adopted by teachers which lead to effective interaction. Results show that classroom conversations are mostly presented in the form of variants of IRF three-move pattern, such as multi-response sequence, and students mostly respond in the form of text. In I-Move, teachers often repeat questions several times sometimes even more than three times . And when initiating interaction, teachers will say some sign words such as “please write down” as interactive signals seeking studnets’ response.

Key words: Foreign language teaching; Live online teaching; IRF; Interaction strategy