机构话语视角下的教育话语—中小学课外活动情景话语研究

发布时间：2018-04-17 04:28

  本文选题：机构话语 + 教育话语　； 参考：《北京外国语大学》2016年博士论文

【摘要】：作为机构话语具体类型之一,教育话语的研究具有多学科交叉的特征,教育学、语言学、社会学、心理学等学科的研究方法均可被借鉴用来研究教育话语。教育话语在教育机构实现其核心目的“将未成年人社会化”这一过程中发挥着主要功能：知识传授功能、社会行为规范培养功能和社会价值观念植入功能。从语言学角度,具体来说,从社会语言学和语用学的角度研究教育话语,目的在于通过分析语言来阐明教育话语是如何执行上述功能的,进一步讲,通过对教育话语的分析来揭示实现教育机构核心目的过程中的话语方式。目前学界对教育话语的研究集中在教育学领域对宏观教育话语的探讨和语言学领域对课堂话语,尤其是外语课堂师生话语的研究,对课堂之外的课外活动及其课外活动情景中的教育话语的语言学研究相对空缺。基于此,本论文以课外活动情景话语为研究对象,以机构话语分析为研究方法,进行机构话语具体类型——教育话语的分析。机构话语理论为本论文提供了理论框架,语用学是本论文进行话语分析的具体工具。教育话语具有不同于其他机构话语类型的机构特征,而构成教育话语的课外活动情景话语和课堂互动话语因话语主体身份与角色的变化、具体话语目的的不同也表现出一系列的差异。论文采用定性描写法、定量分析法、语用分析法、对比研究法,对课外活动情景话语中话语主体身份与角色的话语表现、对话结构、话语规则、语用策略进行了较为全面、细致、深入的研究。论文由绪论、五章主要内容和结语组成。绪论部分概述国内外学界对机构话语、教育话语的研究概况,并对论文的选题动机、研究对象、研究任务、研究方法、语料来源、创新与价值进行概述。第一章阐述论文的理论基础,包括话语理论和俄罗斯机构话语研究模式与方法。第二章在机构话语视角下描述教育话语、课外活动情景话语的机构性特征。第三章从称谓方式、言语行为类型两个典型特征入手,分析课外活动情景话语主体身份与角色的话语表现。第四章探讨课外活动情景话语的整体结构特征、对话结构特征以及话轮转换特征。第五章研究教育话语目的制约下课外活动情景话语的规则(典型的言语行为、仪式性话语、话语公式)及其话语策略(主要策略：组织策略、评价策略、促进策略、调节策略)。结语部分对论文进行总结,并指出研究的不足与局限之处。研究结论为：1.俄罗斯以B.И.Карасик为代表的学者所提出的机构话语理论与研究模式对于机构话语各种具体类型的研究具有普遍意义,为国内机构话语的研究提供了新的视角与方法。2.同其他机构话语相比,教育话语具有一系列独特的机构特征；作为不同的教育、教学活动情景中的话语,课外活动情景话语和课堂互动话语有着彼此独立的话语方式。3.课外活动情景中,两大话语主体——教师与学生其身份与角色的话语表现有以下特征：(1)师生话语角色为主,机构角色为辅；(2)师生话语权力不对等程度缩小；(3)师生话语角色对其话语方式、话语权力具有制约作用。4.课外活动情景话语在结构层面的特征有：(1)整体结构上比课堂互动话语更具有多样化；(2)对话以多人互动结构为主；(3)话轮转换过程中学生选择权大于课堂互动。5.受具体目的制约,课外活动情景中言语行为模式与话语规则均不同于课堂互动；话语策略层面,以组织策略、评价策略、促进策略、调节策略为主。本论文的研究结论为教育话语的研究提供了社会语言学和语用学的方法论基础,尤其为课外活动的研究提供了语言学的阐释。本论文同时为机构话语的其他具体类型的研究提供了参考。
[Abstract]:As one of the specific types of institutional discourse, discourse of education has the characteristics, interdisciplinary education, linguistics, sociology, psychology and other disciplines research methods can be used for reference to study education discourse. It plays a major function of education discourse to realize the core purpose of "minor social institutions" in this process function: knowledge, function and social value function training social behavior. Implantation from the perspective of linguistics, specifically, research of educational discourse from the perspectives of social linguistics and pragmatics, aims to further through the analysis of language to clarify educational discourse is how to implement the above functions, and to reveal the process of fulfilling the core goal of educational institutions the mode of discourse through the analysis of the educational discourse. At present the research of pedagogy discourse circles focus on the educational field of macro education. The discussion of language and Linguistics of classroom discourse, especially the study of foreign language classroom discourse, linguistic research education discourse on the outside of the classroom activities and extracurricular activities in the context of the relative gap. Based on this, this paper takes extracurricular activities situational utterances as the research object, the mechanism of discourse analysis as the research method of institutional discourse specific types of analysis of educational discourse. Institutional discourse theory provides a theoretical framework for this thesis, pragmatics is the specific tool for discourse analysis. Educational discourse is different from the characteristics of institutions other institutional discourse types, consisting of extracurricular activities and interactive classroom situational discourse discourse education discourse because of changes in the discourse subject identity and role the specific purpose of the different discourse also showed a series of differences. This thesis adopts the qualitative description method, quantitative analysis, pragmatic analysis , comparative research method, discourse representation, the discourse subject of extracurricular activities in the discourse of situational identity and role of the dialogue structure, discourse rules, pragmatic strategy for a more comprehensive, detailed and in-depth research. The dissertation consists of preface, five chapters and epilogue. The main contents of the introduction are the domestic and foreign scholars on the mechanism of discourse. Study on educational discourse, and the motivation of the research, research object, research tasks, research methods, data sources, summarizes the innovation and value. The first chapter expounds the theoretical foundation of the thesis, including the theory of discourse and discourse modes and methods of Russian agencies. The second chapter describes the educational discourse in institutional discourse from the perspective of institutional characteristics situational discourse extracurricular activities. In the third chapter, from the title, with two typical characteristics of speech act types, discourse analysis of extracurricular activities situational discourse subject identity and role of the fourth chapter. To explore the overall structural characteristics of extracurricular activities situational discourse, dialogue structure and turn taking features. The fifth chapter studies the education goal of discourse under the restriction of extracurricular activities rules (situational utterances of speech act, typical ritual of discourse, discourse and discourse strategies (formula) main strategy: organization strategy, evaluation strategy, promotion strategy, regulating strategy). The conclusion part summarizes the thesis, and points out the deficiencies and limitations of the research. The research conclusions are as follows: 1.. B. for Russia to have the universal significance of kappa alpha, kappa. C me as the representative of the scholars have put forward institutional discourse theories and research models for specific types of institutional discourse, provides a perspective of.2. a new method with other institutional discourse study than for domestic institutional discourse and educational discourse has a series of unique characteristics of institutions; as different education, teaching activities in the context of Discourse, extracurricular activities and interactive classroom discourse discourse scenarios with independent discourse.3. extracurricular activities in the context of discourse, the performance of the two discourse subject -- teachers and students of their identity and role has the following features: (1) teachers discourse role, institutional role as a supplement; (2) teachers and students discourse power asymmetry degree reduced; (3) teachers and students on the discourse roles of discourse, discourse power can restrict.4. extracurricular activities situational discourse in the feature structure level: (1) the overall structure is more diversified than the classroom discourse; (2) dialogue on the multiplayer structure; (3) turn during the school choice right above the classroom interaction by.5. specific objective constraints, extracurricular activities in the context of a speech act model and discourse rules are different from the classroom interaction; discourse strategies, organization strategy, promotion strategy, evaluation strategy, adjustment Festival strategy. The conclusion of this paper provides a method of sociolinguistics and pragmatics of discourse on the basis of education, especially provides linguistics research for extracurricular activities. This thesis also studies other specific types of institutional discourse provides a reference.

【学位授予单位】：北京外国语大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：H030
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本文编号：1762084