Classroom Discourse Analysis of Reading and Writing Integration

近年来，通过读写结合的教学活动提高英语教学效果的实践引起了广大一线英语教师的关注。然而，很多教师对读与写的关系、读写教学的意义及实施途径还缺乏深入的认识，在实际教学过程中也面临着诸多难题。课堂话语是教师组织教学的重要手段及学生获取知识的主要途径。本文基于Steve Walsh提出的教师话语自评框架理论(SETT)，将一堂高中英语读写课视频转录成文字稿，通过课堂观察笔记及会话分析方法，旨在帮助教师分析课堂用语，进行反思实践，为教师如何在实践中实施读写结合的教学提供了一些思路。In recent years, the practice of improving the effectiveness of English teaching through reading and writing integration has attracted the attention of the majority of front-line English teachers. However, many teachers still lack a deep understanding of the relationship between reading and writing, the significance of integrated reading-writing instruction, and effective implementation methods. They also face numerous challenges in actual teaching practice. Classroom discourse is an important means for teachers to organize teaching and a major way for students to acquire knowledge. In this study, based on Steve Walsh’s Self-Evaluation of Teacher Talk (SETT), a video of a high school English reading and writing class is transcribed. Through classroom observation notes and conversation analysis, it aims to help teachers analyze classroom discourse, reflect on their practice, and provide some ideas on how to implement the integration of reading and writing.