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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wenfangfan,一.师生课堂交互的“伯明翰模式”,“伯明翰模式”由以SinclairandCoulthard（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/和后续话语（Feedbackor/andFollow-up）简称为IRF,例1：T:Whatsthis?Trevor.(I)S:Anaxe.(R)T:Itsanaxe.Yes.(F)例2：（请学生看图片比较乌龟和兔子的快慢）T:Whoisfast?Ss:Therabbitisfast.T:Yes.Therabbitisfast.,（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:Whatdidhedo?Whatdidhedo?You,please.(I)S:Playbadminton.(R1T:Badminton?Sitdown,please.*,please.(RI)S:Heplayedtennis.(R2)T:Perfectanswer!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:Whatdowedowithahacksaw,thishacksaw?(I)P:Cuttrees.(R)T:Dowecuttreeswiththis?(RI)P:No.No.(R)T:Handsup.Whatdowedowiththis?(RI)P:Cutwood.(R)T:Dowecutwoodwiththis?(RI)P:No.(R)T:Whatdowedowiththatthen?(RI)P:Sir.T:Cleveland.(RI)P:Metal.(R)T:Wecutmetal.Yeswecutmetal.(F),例3：（老师一边往黑板上过灯笼模型，一边问）T:WhatsMissWangdoing?(I)Ss:MissWangishangingupthelantern.(R1)T:WhatsMissWangdoing?(RI)Ss:MissWangishangingupthelantern.(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:Whataboutdialoguetwo?Whatstherelationshipbetweenthetwospeakers?(I)Ss:Teacherandstudent.(R1)T:Teacherandstudent?Areyousure?Ha!LetmeaskChenchen.Whatdoyouthinkistheirrelationship?(RI)S:Ithinkitsstudentandstudentrelationship.(R2)T:Studentandstudentrelationship?Whatsthepossibleanswer?(RI)Ss:#（注释：学生之间窃窃私语）Parentandchild.(R3)T:Parentandchild?OK,letslistenagain.OK?(RI),(1)问题的类型IRF三话步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）Whattimeisit?(I)Ss:Itsnineoclock.(R)T:Youreverysmart.(F),例2：T:Richard,whatsyourfavoritemovie?(I1)S:MyfavoritemovieisGhost.(R1)T:Oh,yourfavoritemovieisGhost.Whydoyoulikeit?(F1;I2)S:Itsscary.(R2)T:Oh,scary.Youlikescarymovies?(F2;I3)S:Yes.(R3)T:Thatsinteresting.,(2)问题的层次性教师所提出的问题具有层次性。例1：T:Allthestudentsmustwearschooluniformseveryday.Whatdoyouthinkabouttherule?S:Idontliketherule.Ithinkweshouldwearwhatfitsus.T:Ilikeyouridea.,例2：（教授关于“自由女神像”的课文）T:WhatdoyouknowabouttheStatueofLiberty?(I)S:ItsagiftfromFrancetoAmerica.(R)T:Great!TheStatueofLibertywasagiftfromFrancetoAmerica.(F),例3：T:Illtakeyoutoaforest,becausetheimalsOlympicGameswillbeheldthere.Wouldyouliketogowithme?(I)Ss:Yes.(R)T:Ok,letsgo!(F),(3)问题的有效性试分析以下例子中问题的有效性:T:Nowtakeoutyourpaper?Yourpaper?Here,thisone.Sorry.Yah,thisone.Paper.Herewehaveachartinthepaper,andyoutrytowatchcarefullyforonlytwotimes.Yes,justonlytwotimes,andthenjustfillinthischart.Areyouready?Ready,class?Yesorno?Ss:Yes.(onlyafewstudents)T:Yesorno?Ss:Yes.(afewmorestudents)T:Yesorno?Ss:Yes,ya.(Almostallandloud)T:Verygood.Yes.,请看以下问题及其回应（在阅读故事”BillytheCat”之后，老师提出问题）：T:HowcanBillycometotheground?Nowworkingroupandfindawaytosolvetheproblem.(I)Group3:Billysawamanontheground.Heshouted,“Help,Help!”ThemanlookedatBillyandsaid,“Clapyourhandsagain!”BillyClappedhishands.Thekiteflewoutofhishandsandhefelltotheground.Billywashappy.Hehurthislegs,buthewassafeontheground.(R)SsI)S2:blackandwhite.(R)T:blackandwhite.Thatsright!*,youplease.(F;I)S3:tallandshort.T:tallandshort.Thatsright!Jassica!(F;I)S4:infrontof,behind.(R)T:Wow!Howdoyouknowthat?Good!Verygood!HowaboutMike?(F;I),S5:longandshort.(R)T:longandshort.Maggi.(F;I)S6:heavy,light.(R)T:Yes!*,please.(F;I)S7:standupandsitdown.(R)T:Yes,up,down.Goodtry.Youplease.(F;I)S8:girl,boy.(R)T:Oh!girl,boy.Sally,whatsyours?(F;I)S9:clean,dirty.(R)T:Yes,ok,good!Everybodydidaverygoodjobtoday.Improudofyou!(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:Illsaytheverb.Yougivemeitsingform.Doyouunderstandme?(I)Ss:Yes.(R)T:Good.Mark,canyoutry?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：（老师一边往黑板上挂图片，一边问学生）T:WhatsMissWangdoing?(I)Ss:MissWangishanginguplanterns.(R)T:Good!(F)例2：（老师请学生看图片回答问题）T:Howaboutthisone?*,doyouwanttohaveatry?(I)S:WatchTV.(R)T:Yes!Good!HewatchedTVlastnight.(F),例3：（让学生用英语解释单词）T:Whatabout“trunk”,“trunk”?*,youplease.(I)S:Theanimalsnose.(R)T:Theelephantsnose.Whenwetalkabouttheelephantsnose,weuse“trunk”insteadof“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:Whataresomeoftherulesyoumadeforyourself?（I)S1:(Handup)T:Yes.S1:Bequiet.(R)T:Oh,bequiet.Yes.(F),例2：T:Ihavesomepictures.Letshavealook.Whatisit?Whatisit?(I1)Ss:Luckymonkey.(R1)T:Yes,itsluckymoney.Doyoulikeit?(F1;I2)Ss:Yes(R2)T:Allchildrenlikeit.(F),例3：T:Richard,whatsyourfavoritemovie?(I1)S:MyfavoritemovieisGhost.(R1)T:Oh,yourfavoritemovieisGhost.Whydoyoulikeit?(F1;I2)S:Itsscary.(R2)T:Oh,scary.Youlikescarymovies?(F2;I3)S:Yes.(R3)T:Thatsinteresting.(F3),例4：（老师让学生看图片，回答问题）T:Whatsthis?(I1)S:StatueofLiberty.(R1)T:Yes.ItstheStatueofLiberty.Canyousaysomethingaboutit?(F1;I2)S:TheStatueofLiberty,Ithink,issenttoU.S.A.asagift,by.(R2)T:ByFrance.Ok.ItsagiftgiventotheU.S.A.byFrance.Whatdoesitstandfor?(F2;I3)S:Liberation.(R3)T:Liberty.Ok,thankyou.Whatcolorisit?*,please.(F3;I4)S:Itisgrey.(R4)T:En.(F4),S:Becauseshehasstayedintheseaformanymanyyears,andthewindmadeitgrey.(R5)T:Yes,thewindmakesitgrey.Ok,sitdownplease.Thankyou!So,weknow,thisistheStatueofLiberty.ItisinNewYorkcity,right?IfyouwanttolearnmoreabouttheStatueofLiberty,youcandosomeresearchontheInternetafterclass.(F5;F),请分析以下课段：T:Iwantyoutogivememoreclassrulesinyourschool,soyouthinkwhatrulesthathavenotbeenmentionedinthenotyouhaveseen.Canyoutellmesomeclassrulesyouhavemadebyyourself?Youtoldmelastnightyoumaderulesforyourself,right?Whataresomeoftherulesyoumadeforyourself?S1:(Handup)T:Yes.S1:Bequiet.T:Oh,bequiet.Yes.Iwantyouto.Anyotherrules?S2:(Handup)T:Yes.S2:Handinourhomeworkontime,orwellhavepunishment.,T:Oh,whatisthepunishment?S2:Youwillhavetodomorework.T:Morehomework.S2:Yes.T:Ok,Ok.It.Anyotherrules?S3:(Handup)T:Great.Please.S3:(saidonerule)T:Oh,.(repeatedtheruleorparaphrasedtherule).Anyotherrules?S4:(saidonerule)T:Oh,youdontbelateforschool.Verygood.,三.从课段到语篇,1.WhatSubjectsdoyoustudyatschool?IstudyChinese,math,English,art,musicandP.E.atschool.2.Whatsubjectsdoyoulike?Ilikemath,Englishandart.3.Whatsyourfavoritesubject?Myfavoritesubjectisart.4.Doyoulikeyourartteacher?Ilikemyartteacher.5.Whatdoyoudoinyourartclass?Idrawinmyartclass.,6.Doyoulikedrawing?Ilikedrawing.7.Canyoudrawwell?Icandrawwell.8.Whatdoyouwanttobewhenyougrowup?(Doyouwanttobeateacherwhenyougrowup?)IwanttobeateacherwhenIgrowup.9.Whatteacherdoyouwanttobewhenyougrowup?IwanttobeanartteacherwhenIgrowup.,MyFavoriteSubjectIstudyChinese,math,English,art,musicandP.E.atschool.Ilikemath,Englishandart.Myfavoritesubjectisart.Ilikemyartteacher.IlikedrawingandIcandrawwell.Iwanttobeateacher.IwanttobeanartteacherwhenIgrowup.,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。,Thankyou,
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