高中优秀英语教师课堂话语的态度资源分析

发布时间：2018-03-03 12:04

本文选题：教师话语　切入点：评价理论　出处：《山东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：教师话语与教学效果存在着极为密切的关系。教师话语已经引起了来自不同领域专家学者的广泛兴趣和极大的关注。近年来,国内外关于教师话语已经有大量的研究,然而笔者发现鲜有研究关注教师话语中态度资源的人际意义及其对课堂教学的影响。鉴于此,本文试利用评价理论对高中英语课堂教师话语中的态度资源进行研究。本文的分析是基于由J.R.Martin提出的评价理论,此理论是人际意义在功能语言学理论框架下的新发展。态度系统作为评价系统中最重要的子系统,其可进一步分为三个子系统:情感、判断和鉴赏。本文着重研究高中英语课堂教师话语中的态度资源使用情况。本文所收集的教师话语来自于十名全国高中优秀教师参加的“第九届全国高中英语课堂教学观摩课”。本文尝试采用评价理论以准确辨别出十节观摩课的教师话语中态度资源所占比重,分析出态度资源是怎样影响课堂教学效率,并且揭示出教师是怎样成功地激发学生以创建和谐的师生关系。本文作者采用了定性分析和定量分析的研究方法旨在研究教师课堂话语的态度资源,作者先筛选出教师话语中的态度评价资源,分别计算出各资源在总资源中所占的比例,然后结合每个课堂小句的解释说明进行各资源的对比分析,从而分析出教师是怎样利用这些资源鼓励学生,取得良好的教学效果。研究发现,在教师课堂话语中存在着丰富的态度资源。本研究主要有以下发现:(1)高中英语课堂存在着丰富的态度资源,但其出现的频率有所不同。鉴赏资源最多,判断资源次之,情感资源最少。(2)教师利用情感资源来表达自身观点;利用判断资源来评价学生的能力和特点;利用鉴赏资源评价学生的课堂表现和教学内容。(3)10位教师均能成熟、灵活、合理地使用各种态度资源并在所使用的情感系统中,“非/快乐”资源出现频率最高;在判断系统中,才干资源出现频率最高;在鉴赏系统中,反应资源出现频率最高。(4)在教师话语中,积极的态度资源远高于消极的态度资源。这些结论充分体现了教师话语的人际意义和情感因素,并说明高中英语在课堂上教师注重以学生为中心。本研究发现和谐有序的课堂氛围,良好的教学效果与教师合理地使用教师话语息息相关。此研究是评价理论应用于话语分析的新尝试,同时此研究也会引发教师如何恰当利用评价资源促进教学,增进师生关系的教学反思。本文的不足之处在于,首先,由于论文篇幅限制,本文只选取了十名优秀教师的课堂话语进行分析,不能广泛地反映教学现象;其次,观摩课和真实课堂所存在差异使分析的全面性不够;最后,评价理论的不完善使得分析过程中一些评价资源可能被忽视。本文旨在证实评价理论应用于教师话语分析的可行性,希冀为研究教师话语提供新的思路。
[Abstract]:There is a close relationship between teacher talk and teaching effect. Teacher talk has attracted extensive interest and attention from experts and scholars in different fields. In recent years, there has been a lot of research on teacher talk at home and abroad. However, the author finds that few studies have focused on the interpersonal meaning of attitude resources in teacher talk and their impact on classroom teaching. This paper attempts to use evaluation theory to study the attitude resources in teacher talk in senior English classroom. The analysis is based on the evaluation theory proposed by J. R. Martin. This theory is a new development of interpersonal meaning in the framework of functional linguistics. As the most important subsystem of the evaluation system, the attitude system can be further divided into three subsystems: emotion, emotion, and emotion. Judgment and appreciation. This paper focuses on the use of attitude resources in high school English classroom teacher talk. The teacher discourse collected in this paper comes from the "9th National Senior High School English Class" attended by 10 excellent senior high school teachers in China. This paper attempts to use the evaluation theory to accurately identify the proportion of attitude resources in the teacher talk of the ten observation classes. Analyze how attitude resources affect the efficiency of classroom teaching. It also reveals how teachers successfully inspire students to create a harmonious teacher-student relationship. The author adopts qualitative analysis and quantitative analysis to study the attitude resources of teachers' classroom discourse. The author first sifts out the attitude evaluation resources in the teacher's discourse, calculates the proportion of each resource in the total resources, and then carries on the comparative analysis of each resource according to the explanation of each classroom clause. So we can find out how teachers use these resources to encourage students and achieve good teaching results. There are abundant attitude resources in teacher's classroom discourse. This study mainly finds that: 1) there are abundant attitude resources in high school English classroom, but their frequency is different. Appreciation resources are the most, judgment resources are the second. Teachers use emotional resources to express their own views; use judgment resources to evaluate students' ability and characteristics; use appreciation resources to evaluate students' classroom performance and teaching content. All 10 teachers can be mature and flexible. The rational use of all kinds of attitude resources and, in the affective system used, the highest frequency of "non-happy" resources; the highest frequency of talent resources in the judgment system; and the highest frequency of "non-happiness" resources in the appreciation system, In teacher discourse, positive attitude resources are much higher than negative attitude resources. These conclusions fully reflect the interpersonal meaning and affective factors of teacher talk. The present study also shows that high school English teachers pay attention to student-centered in the classroom. This study finds that there is a harmonious and orderly classroom atmosphere. Good teaching effect is closely related to teachers' rational use of teacher discourse. This study is a new attempt to apply evaluation theory to discourse analysis, and at the same time, it will lead teachers to make proper use of evaluation resources to promote teaching. The deficiency of this paper lies in: firstly, due to the limitation of the length of the thesis, only ten excellent teachers are selected to analyze the classroom discourse, which can not reflect the teaching phenomenon widely. The differences between the observation class and the real classroom make the analysis not comprehensive enough. Finally, some evaluation resources may be ignored because of the imperfection of the evaluation theory. The purpose of this paper is to prove the feasibility of applying the evaluation theory to the teacher discourse analysis. It is hoped to provide a new way of thinking for the study of teacher discourse.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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