学生视角的中国教师批评话语的功能—语用研究

发布时间：2018-04-20 04:19

本文选题：学生视角 + 教师批评话语　；参考：《上海外国语大学》2012年博士论文

【摘要】：《学生视角的中国教师批评话语的功能-语用研究》通过问卷调查收集语料，采用语料库分析方法研究具有中国特色的教师批评话语，透视师生的价值取向，情感态度，教育教学状况，关注和评价教师主体和学生主体，关注社会和教育的改革与发展。全文共有七章。第一章引言简要概述教师批评话语在国内外的研究现状，及意义和目的等。第二章阐释该研究理论框架，突出系统功能语言学与批评语用学各自的优势及相互之间的互补性，两者合力对该研究的必要性和重要性。第三章阐释了问卷调查和语料收集及处理分析，归纳总结列出了10个A与C类词语对照表，为后面章节进行功能-语用分析提供翔实的数据和文字资料，，为建构积极批评话语模式作强有力的支撑。第四章对A类教师批评话语和C类学生修改的批评话语进行功能分析与比较。①在概念功能部分，重点研究语场和及物性的三个过程：物质、心理和关系过程，从而透视语言背后所隐藏的态度、价值观念和意识形态等方面意义，揭示教学、教育等社会问题。②注重研究教师批评话语中体现人际意义的评价资源。重点分析显性或隐性、积极或消极、主观或客观情感、判定或鉴赏在两类不同批评话语中的趋势。分析研究情态、语气、评价词汇的级差，区别它们对实现人际意义所发挥的不同功能。③观察批评话语构篇中衔接词，以及主位和述位的不同选择如何突显、强调或弱化话语信息。基于第四章语篇分析发现的批评话语特点，第五章把他们简单划分为直言、反语、夸张和低调陈述四种基本语气类型，并对此语言现象进行了批评语用研究分析。语料研究表明，学生较倾向于用低调陈述评价。在第六章中，通过观察比较分析大量基于语料库处理的A与C类的批评话语实例，进行功能-语用分析，比较真实和客观地反映和揭示社会、教育、教学问题。同时，作者采取积极的姿态，提出解决问题的建议和措施：制定“四性”评价原则，并根据评价原则构建教师积极批评话语模式。第七章对研究结果进行了概述，突出了该研究的创新点，论及了理论与实践启示、该研究局限以及后续研究展望。该研究和现有的教师批评话语研究成果相比，具有以下几个方面的创新点： 1）本论文采用学生视角，探讨中国的一种教书育人方式，即批评教育方式。通过调查问卷收集学生记忆中最为深刻或影响最大的教师批评话语（A类）和学生改写不当的教师批评话语（C类），使用ICTCLAS12011分词，Wordsmith4.0制作词表，经语料数据统计分析，找出学生最不喜欢的教师批评话语的言语特征和学生所期盼的教师批评话语的言语特征，尤其对一些隐性的批评言语构式（学生极为反感而老师没有意识到）进行了揭示。 2）融合系统功能语言学和语用学的理论与方法研究教师批评话语。利用系统功能语言学在语篇分析上的优势，对经语料处理的两类批评话语进行概念、人际、语篇功能互文分析，据实客观得出恰当与失当的教师批评话语的典型特征，并探析其折射的问题和引发的思考。利用语用学在探析语言使用者和接受者方面的优势，针对A与C类的言语特征及其出现的一些变异进行批评语用阐释，从而补充和深化教师批评话语研究。以丰富的例证表明批评话语语类因语域不同而有差异，批评者需根据体裁、目的、场合、对象变通选择话语。 3）基于学生反映出的教师批评话语的问题，制定了“四性”（针对性、导向性、多样性、得体性）评价原则，构建了积极批评话语模式（非人格化方式、辩证方式、修正方式、积极正面方式、委婉低调方式、自省方式和启迪式），指导人们正确认知、调控、有效运用批评。今后我们还可在批评话题上做更多研究，比如中西教师批评话语对比研究等等。作者表示教育工作者需要以积极的态度对待各种社会、教育问题，担负起义不容辞的社会教育责任。作者期望人们善于批评和乐意接受批评，借助批评的智慧和力量促进个人和社会的发展与进步。借鉴西方批评文化的长处，革除中国批评文化的弊端，大大弘扬中国批评文化的智慧和宝贵经验。
[Abstract]:"Functional pragmatics research of Chinese teachers' critical discourse in the perspective of students". Through a questionnaire survey, a corpus is collected and corpus analysis is used to study teachers' critical discourse with Chinese characteristics. The value orientation of teachers and students, emotional attitude, education and teaching status, attention and evaluation of the subject of teachers and students, and the reform of society and education are concerned. With the development of leather.
The full text has seven chapters. The first chapter is a brief introduction to the research status of teacher critical discourse at home and abroad, and its significance and purpose. The second chapter explains the theoretical framework of the research, and highlights the advantages and mutual complementarity between the systematic functional linguistics and the critical pragmatics, and the necessity and importance of the combination of the two and the third chapters. This paper explains the questionnaire survey and the analysis of corpus collection and processing, summarizes and lists 10 A and C words contrast tables, which provides full and accurate data and text information for the functional pragmatic analysis in the later chapters, and makes a strong support for the construction of the positive critical discourse model. The fourth chapters criticize the critical discourse of class A teachers and the students of class C. The functional part of the language is analyzed and compared. (1) in the functional part of the concept, it focuses on the three processes of the language field and transitivity: the process of material, psychology and relation, thus the perspective of the attitude hidden behind the language, the significance of values and ideology, and the social problems of teaching and education. It focuses on the analysis of the dominant or recessive, positive or negative, subjective or objective emotions, determining or appreciating the trends in the two categories of critical discourse. Analysis of the modality, mood, evaluation of the difference in vocabulary, and the difference in their functions for the realization of interpersonal meaning. The different choices of the theme and the rheme can highlight, emphasize or weaken the discourse information. Based on the characteristics of the critical discourse found in the fourth chapter of discourse analysis, the fifth chapter divides them into four basic types of tone, namely, direct speech, irony, hyperbole and understatement, and the analysis of the linguistic phenomenon. In the sixth chapter, in the sixth chapter, by comparing and analyzing a large number of examples of the critical discourse based on the corpus of corpus based on the observation and comparison, the functional pragmatic analysis is carried out to reflect and reveal the problems of society, education and teaching in a more real and objective way. At the same time, the author takes a positive attitude and puts forward some suggestions and measures to solve the problem. The principle of "four sex" evaluation is formulated and the teacher's positive criticism discourse model is constructed according to the principle of evaluation. The seventh chapter outlines the results of the study, highlights the innovation of the research, discusses the Enlightenment of theory and practice, the limitations of the research and the prospect of follow-up research.
Compared with the existing research results of teacher critical discourse, the research has the following innovations:
1) this paper uses the students' perspective to explore a way of teaching and educating people in China, that is, the way of criticism education. Through the questionnaire, the most profound and most influential teachers' Critical Discourse (a) and the improper teacher critical discourse (class C) in the students' memory are collected, and the ICTCLAS12011 participle, the Wordsmith4.0 word list, and the corpus data are made. A statistical analysis is made to find out the language features of the teacher's critical discourse and the language characteristics of the teacher's critical discourse, which the students most dislike.
2) combine the theory and method of functional linguistics and pragmatics to study teachers' critical discourse. Using the advantages of systemic functional linguistics in discourse analysis, the concept, interpersonal and textual functional intertextuality of the two types of critical discourse processed by the corpus are analyzed. This paper analyzes the problem of its refraction and the thought that it initiating. By using pragmatics to analyze the advantages of language users and receivers, this paper makes a critical pragmatic interpretation of the speech features of A and C and some of the variations in their appearance, so as to supplement and deepen the study of teachers' critical discourse. In contrast, critics need to adapt their choice of discourse according to genre, purpose, occasion and object.
3) based on the problem of teacher critical discourse reflected by the students, the principle of "four sex" (pertinence, orientation, diversity, appropriateness) was formulated, and a positive critical discourse model (non personification, dialectics, correction, positive and positive, euphemistic and low-key, introspection and Enlightenment) was constructed to guide people to know correctly. Control and use criticism effectively.
In the future, we can do more research on the topic of criticism, such as the comparative study of Chinese and western teachers' critical discourse, and so on. The author indicates that educators need to take a positive attitude towards all kinds of society, education, and responsibility for social education. The author expects people to be good at criticizing and accepting criticism, with the help of criticism. Wisdom and strength promote the development and progress of individual and society, draw lessons from the strengths of Western criticism culture, and remove the malpractice of Chinese criticism culture, and greatly promote the wisdom and valuable experience of Chinese criticism culture.

【学位授予单位】：上海外国语大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：H13;G40-05

【参考文献】