高中英语教师语用身份的话语构建—个案研究

发布时间：2018-04-18 12:18

本文选题：教师身份 + 语用身份　；参考：《上海外国语大学》2017年硕士论文

【摘要】：本文旨在研究高中英语教师语用身份的话语构建,采用个案研究的方式,选择高中英语教师Lucy作为研究对象,通过课堂录音,课堂观察,半结构式访谈收集语料。采用陈新仁(2013)提出的理论框架,定性分析Lucy通过课堂话语构建的不同语用身份,并在顺应理论的指导下解释其对不同语用身份的选择。通过定性分析,主要发现了称呼语,言语行为,语篇特征,话语内容,词汇选择这几种与身份相关的话语实践类型,并分别构建了四种不同的语用身份:权威型教师身份,博学型教师身份,谦虚型教师身份和亲切型教师身份。在顺应论的指导下,教师语用身份的选择分别顺应了物理世界,社交世界和心理世界。对于中学教师语用身份话语构建的研究,不仅可以为未来研究提供一个新的研究方向,还可以引导高中教师对身份的正确认识以及合理的课堂话语运用。
[Abstract]:The purpose of this paper is to study the discourse construction of high school English teachers' pragmatic identity, and choose Lucy as the object of study by case study, and collect the corpus through classroom recording, classroom observation and semi-structured interviews.Using the theoretical framework proposed by Chen Xin-jen (2013), this paper qualitatively analyzes the different pragmatic identities constructed by Lucy through classroom discourse, and explains his choice of different pragmatic identities under the guidance of adaptation theory.Through qualitative analysis, the author mainly finds out the types of identity-related discourse practice, such as address, speech act, discourse characteristics, discourse content and lexical choice, and constructs four different pragmatic identities: authoritative teacher identity.Erudite teacher identity, humble teacher identity and cordial teacher identity.Under the guidance of adaptation theory, teachers' choice of pragmatic identity adapts to the physical world, the social world and the psychological world respectively.The study on the construction of middle school teachers' pragmatic identity discourse can not only provide a new research direction for the future research, but also guide the teachers' correct understanding of identity and the rational use of classroom discourse.
【学位授予单位】：上海外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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