高校优秀英语教师课堂话语的人际意义研究

发布时间：2018-06-15 13:57

本文选题：教师话语 + 人际意义　；参考：《曲阜师范大学》2017年硕士论文

【摘要】：随着教学改革的不断推进,大学英语课堂教学由传统的以“教师为中心”逐渐过渡到当前以“教师为主导,学生为主体”的阶段。这一阶段凸显出来的课堂教学动态化、多元化的师生关系对英语教师的语言能力和组织能力提出了更高要求。这使教师话语不仅是学生可理解语言输入的重要来源,同时也是教师组织、管理并指导英语课堂各种活动的手段和工具,是教师知识、经验和信念的课堂表达。课堂教学效果的好坏、教学目标是否达成与课堂内师生之间的交流互动是否积极和谐有很大的关系。本研究旨在探讨词汇、语法等手段实现教师话语的人际意义,进而揭示在英语作为外语的课堂中教师话语的特征和当前师生关系。本文将围绕以下三个问题进行讨论:1)大学英语教师话语中人际意义是如何通过语气系统、情态系统和人称系统实现的?2)其中体现出的优秀课堂话语的特征是什么?3)教师话语中呈现出怎样的师生关系?本文采用定性和定量相结合的分析方法,并运用Halliday系统功能语言学的相关理论对第5届和第6届“外教社杯”全国高校外语教学大赛中荣获特等奖和一等奖的教师话语进行详细分析,在此基础上提出构建和谐融洽师生关系、提高课堂话语质量的指导性建议,最大限度地提升课堂教学效果。其中对教师话语中语气系统的人际意义研究发现:第一,在语气结构的选择上,陈述语气使用最多(56.4%),疑问语气次之,祈使语气极少。这说明教师作为课堂组织者和知识传授者在教学过程中起着主导作用;作为促进者和协助者,积极与学生进行互动,以平和的语气进行教学,创造平等和谐的学习环境。第二,教师在课堂互动时请求话语较多,命令话语极少且请求和命令话语中常常含有缓和语,这种语气结构缩短师生间的权势差距,建构了亲和型教师身份。对教师话语中情态系统的人际意义研究发现:第一,在高、中、低值情态词的使用上,教师较多选择中、低值情态词,比较少甚至不使用高值情态词。这表明教师在情感上对学生真诚友善的态度,追求轻松愉快的师生协作关系。第二,在主观、客观情态表达方式和隐性、显性情态取向的选择上,教师明显偏好使用隐性主观表达方式(76%),隐性客观次之,显性客观占不到百分之一。这表明教师倾向用较主观负责的表达,这有利于学生接受和理解教师话语,增强教师的亲和力。对教师话语中人称代词的人际意义研究发现:第一,在教师话语中第二人称复数“你们”的使用率最高,其次是第一人称复数“我们”和单数“我”,第二人称单数“你”使用的相对较少。这说明教师作为课堂的组织者以全体学生为主体展开教学,适时与个体互动;以主动融入学生群体共同承担任务的姿态尽量缩短师生间的距离。第二,教师使用高值意态词表达义务责任时,通常选择“我们”做主语,有时使用“你们”,没有针对“你”的情况。这也反映了教师为维护学生面子,追求平等和谐的师生关系所做出的努力。总之,教师形象和师生关系在不同课段动态变换。教师话语既体现出教师的博学与权威使学生认真聆听,又有亲和与同伴感,使学生积极参与互动、体验英语习得的过程。基于以上分析,本研究阐释了大学英语教师的多种课堂角色:学习引导者、信息提供者、课堂管理者、课堂环境创造者、指导者、合作者、协助者、交际者等等。本研究对教师话语人际意义的分析有助于在深刻理解教师话语的人际意义的基础上,唤起教学工作者对教师课堂话语意识的关注,拓展英语作为外语的课堂教学话语输入的视野,重视对有效学习空间的建构,加强教师话语对课堂互动的作用。
[Abstract]:With the continuous advancement of teaching reform, the College English classroom teaching is gradually transferred from the traditional "Teacher centered" to the "teacher oriented, the student as the main body" stage. This stage highlights the dynamic classroom teaching, and the diversified teacher-student relationship has put forward higher language ability and organizational ability of English teachers. This makes teacher discourse not only an important source for students to understand language input, but also the means and tools for teachers to organize, manage and guide various activities in English class. It is the classroom expression of teacher's knowledge, experience and belief. The effect of classroom teaching and the communication and interaction between the teaching target and the teachers and students in the classroom The purpose of this study is to explore the interpersonal meaning of teachers' discourse by means of vocabulary and grammar, and then to reveal the characteristics of teacher discourse and the current relationship between teachers and students in English as a foreign language classroom. This paper will discuss the following three questions: 1) how is the interpersonal meaning of College English teacher discourse What are the characteristics of the excellent classroom discourse which are embodied in the mood system, the modality system and the personal system? (2) what are the characteristics of the excellent classroom discourse? 3) what is the relationship between teachers and students in the teacher's discourse? This paper adopts a qualitative and quantitative analysis method, and uses the relevant theories of the Halliday power and energy linguistics to the fifth and the sixth "foreign education agency" On the basis of the detailed analysis of the teacher's discourse which won the special prize and the first prize in the national college foreign language teaching competition, this paper puts forward the guiding suggestions of building a harmonious harmonious relationship between teachers and students and improving the quality of classroom discourse and maximizing the effect of classroom teaching. First, in the choice of modal structure, the statement tone is the most used (56.4%), the interrogative mood is the second, the imperative mood is very small. It shows that the teacher plays the leading role in the teaching process as the organizer and the knowledge imparer; as the facilitator and the facilitator, the teacher actively interact with the students, teach in a peaceful mood and create equality. Second, teachers ask more words in the classroom interaction, command discourse is very small and the request and command discourse often contain palliative language. This modal structure shortens the power gap between teachers and students and constructs an affinity teacher identity. The study of interpersonal meaning in the modality system in teacher discourse finds that first, high, medium and low value In the use of modality words, teachers have more choices, low value modality words, less or even no use of high value modality words. This shows that teachers are sincere and friendly to the students and pursue a relaxed and happy relationship between teachers and students. Second, teachers have obvious preference on the subjective, objective modal expression and the choice of implicit and dominant sentiment orientation. The implicit subjective expression (76%), recessive and objective, and explicit objective account for less than one percent. This shows that teachers tend to use more subjective and responsible expression, which is beneficial to students to accept and understand teachers' discourse and enhance teachers' affinity. The study of interpersonal meaning in teacher's discourse is found: first, in teacher discourse second "You" have the highest use rate, followed by the first person plural "we" and the singular "I", the second person singular "you" use relatively less. This shows that the teacher as the organizer of the class as the main body of the students as the main part of the teaching, timely interaction with the individual, in order to actively integrate into the student group to undertake the task of the position. State as far as possible to shorten the distance between teachers and students. Second, when teachers use high value words to express their obligations, they usually choose "we" as the subject, sometimes using "you" and not for "you". This also reflects the efforts made by teachers to maintain students' face and pursue equal and harmonious relationship between teachers and students. Teacher-student relationship is changed dynamically in different classes. Teachers' discourse not only embodies the teachers' learning and authority, but also makes students listen carefully, but also has the affinity and peer feeling, so that students actively participate in the interaction and experience the process of English acquisition. Based on the above analysis, this study interprets the various classroom roles of College English teachers: learning guide and information provider. Classroom managers, classroom environment creators, instructors, collaborators, assistors, interlocutors and so on. The analysis of the interpersonal meaning of teacher discourse in this study is helpful to arouse the attention of the teaching workers to the teacher's discourse meaning on the basis of profound understanding of the interpersonal meaning of teacher discourse, and to expand the classroom teaching discourse of English as a foreign language. The input field of vision emphasizes the construction of effective learning space, and strengthens the role of teacher talk in classroom interaction.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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