基于语言顺应论的初中英语课堂中教师身份建构的个案研究

发布时间：2018-01-13 03:28

本文关键词：基于语言顺应论的初中英语课堂中教师身份建构的个案研究　出处：《中北大学》2017年硕士论文　论文类型：学位论文

【摘要】：一直以来,英语课堂教学就是一个非常热门的话题,越来越受到众多学者和教育者的关注。有许多研究针对英语课堂教学,试图从不同的角度出发,分析各种教学方法对于提高英语课堂教学质量的作用。近年来,有学者提出教师身份在课堂教学中起到非常重要的作用,并重点研究教师在英语课堂上的话语特点,将会话分析、语码转换或话轮转换等理论作为切入点。然而,从语言顺应理论角度出发研究教师身份建构问题的文献却比较少。并且,学者们大多将研究对象定位到高中或者大学英语老师,但是对于初中英语老师的身份建构关注却很少。初中英语教学作为英语课堂教学中最为基础的阶段,也应该被纳入研究范围。本文采用个案研究,以山西省原平市实达中学的四名英语老师为研究对象,运用课堂观察法和访谈法,对四名初中英语老师所教授的四个班级进行了为期5个月的调查研究,将课堂活动中的话语和访谈内容用手机以录音的方式记录下来,并挑选其中典型的、具有代表性的一部分音频,将之转写成文本。文章以维索尔伦提出的语言顺应论为理论依据,对转写的文本进行分析,以此来研究教师在初中英语课堂中的身份建构。本研究旨在回答以下三个问题:(1)教师在初中英语课堂中建构了哪些类型的身份?(2)教师在初中英语课堂中是如何通过做出选择建构这些身份的?(3)教师在初中英语课堂中要建构的这些身份怎样顺应教学情境的?研究结果表明,教师在初中英语课堂中主要建构了三种类型的身份,分别是:权威型教师身份、引导型教师身份和亲和型教师身份。这三种教师身份并不是一成不变的,英语教师会根据教学情景的不同而做出不同的语言选择,动态地建构与之相适应的身份,如通过运用命令性话语建构其权威型身份;通过运用解释性话语建构其引导型身份;通过打招呼、亲密的称呼和表扬性话语建构其亲和型身份。这三种类型的身份在英语课堂教学活动中交替出现,其目的不仅是为了帮助老师顺利完成教学目标,增强教学效果,提高教学效率;而且是为了让学生积极地投入到课堂教学活动中,提高他们的学习效率。此外,教师在初中英语课堂中做出的语言选择和建构的多元身份正是对交际者物理世界、社交世界和心理世界的动态顺应,以顺应不同的教学语境,同时也有利于创造良好的课堂教学氛围,提高课堂教学质量。因此,本文运用语言顺应理论对初中英语课堂中的教师身份建构进行研究具有重要意义。从理论层面来讲,教师身份建构和语言顺应论都是近几年来比较流行和新颖的研究视角和研究理论。本文对初中英语课堂中教师的多元、动态身份进行了研究,以期为英语教学的相关研究提供新的观点。从实践层面来讲,本文分析了初中英语教师在课堂教学活动中所选择的语用策略以及达到的教学效果,希望通过相关研究引起英语教师在课堂中对语言选择的重视,由此建构恰当的身份,顺利完成教学目标,具有重要的实践指导意义。
[Abstract]:Since English classroom teaching is a very hot topic, more and more scholars and educators' attention. There are many studies on English classroom teaching, try from different perspectives, analyzing all kinds of teaching methods to improve English classroom teaching quality. In recent years, some scholars put forward the identity of teachers plays an important role in the classroom teaching, and focus on the teachers in the English classroom discourse, the conversation analysis, code switching or turn taking theory as the starting point. However, from the perspective of the theory of linguistic adaptation of teachers' identity construction problems. And fewer studies, most scholars will study to high school or college English teacher, but the identity construction of junior middle school English teachers attention rarely. English Teaching in junior middle school English classroom teaching as the foundation The stage, should also be included in the study. This paper uses a case study on the four English teachers in Shanxi Province, Yuanping Shida middle school as the research object, using classroom observation and interviews, four classes, four junior high school English teachers were investigated for a period of 5 months, the classroom activities in the discourse and interviews with mobile phone to recording the record, and choose the typical and representative part of the audio, will be transcribed into text. This paper proposed Verschueren's linguistic adaptation theory as the theoretical basis, to the text to write the analysis, in order to study the status of teachers in junior middle school English classroom the construction. The purpose of this study is to answer the following three questions: (1) what type of identity construction of teachers in junior middle school English classroom? (2) teachers in junior middle school English classroom teaching is how to make a choice of the construction of the Some identity? (3) teachers in junior middle school English classroom to construct the identity of how to adapt to the teaching situation? The results show that the teachers in junior high school English classroom in the main construction of three types of identity, respectively is: the authoritative guide of teacher identity, teacher identity and teachers and the three kinds of identity. The identity of teachers is not immutable and frozen, English teachers according to different teaching situations and make a different choice of language, dynamically construct and adapt to the identity, such as through the use of the authoritative command of discourse identity; through the use of interpretative Discourse Construction Guided by its identity; hello, close call and praise discourse construction its affinity type identity. Alternately the three types of identity in the English classroom teaching activities, its purpose is not only to help the teachers to finish the teaching goal, enhance the teaching effect, To improve the teaching efficiency; and in order to allow students to participate actively in classroom activities, improve their learning efficiency. In addition, the multi identity of teachers in junior middle school English classroom language selection and construction of communication is the physical world, social world and mental world of dynamic adaptation, in order to adapt to different teaching contexts at the same time, but also conducive to creating a good atmosphere of classroom teaching, improve the quality of classroom teaching. Therefore, this paper uses the theory of linguistic adaptation is of great significance to study junior middle school English teacher identity construction. From the theoretical perspective, teacher identity construction and linguistic adaptation theory is more popular in recent years and new research perspective in theory and research. In this paper, multiple of teachers in the junior English classroom, dynamic identity was studied, in order to provide a new perspective for the study of English teaching. The practice level, this paper analyzes the pragmatic strategies of junior high school English teachers selected in the classroom teaching activities and the teaching effect, hope through the relevant research by English teachers in the classroom for language selection attention, thus constructing the appropriate identity, to finish the teaching goal, has important practical significance.

【学位授予单位】：中北大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【相似文献】