基于两套高中英语教材中言语行为的研究

发布时间：2018-06-19 16:59

本文选题：教材评估 + 言语行为　；参考：《深圳大学》2017年硕士论文

【摘要】：受结构主义的影响,中国的英语教学长期存在过分关注语言结构,忽视语言交际功能的倾向。除了语言的流利性和准确性,学生也需要提高语言的适当性。而在现实生活中,学生在进行交际的时候,经常出现语用失误,导致交流障碍,这表明学生语用能力低下。交际教学法要求的交际能力,已经被写进普通高中英语课程标准中,而语用能力是交际能力的重要组成部分。因此,英语教学要关注和培养学生的语用能力,促进学生综合语言能力的发展。在中国,教科书是学生主要的,甚至是唯一的语言输入。教科书质量的好坏,直接影响了学生的学习效果。因此,对教科书进行评估,为改善教科书的质量提供建议,具有重要的现实意义。言语行为认为,人说话是在“以言行事”,如实施道歉、建议、警告、请求等行为。本文依据赛尔的言语行为及其分类理论,选取了两套现行高中英语教材——人教版和外研社版作为研究对象,旨在调查两套教材在言语行为知识呈现上的差异。作者首先对两套教科书中呈现的言语行为进行了搜集。然后按照赛尔的言语行为分类理论,把搜集到的言语行为进行了分类,并统计了各类言语行为的数量。作者还对两套教材言语行为知识的分布情况进行了研究。此外,作者挑选了“建议”言语行为,从实现策略和修饰语两个角度进行了对比研究。结果表明,人教版教材在言语行为的数量和种类方面,都比外研社版教材丰富。在言语行为知识的分布上,两套教材并无明显差异。而“建议”言语行为的实现策略和修饰语方面,人教版教材也比外研社版教材更加全面。最后,本论文对教材编写者,英语教师提出了一些建议,希望对改善教材,提高课堂教学效果提供参考和借鉴。
[Abstract]:Under the influence of structuralism, English teaching in China has a tendency of paying too much attention to language structure and neglecting communicative functions. In addition to fluency and accuracy, students also need to improve the appropriateness of the language. In real life, students often have pragmatic failure, which leads to communication barriers, which indicates that students' pragmatic competence is low. Communicative competence, which is required by communicative approach, has been written into the English curriculum standard of senior high school, and pragmatic competence is an important part of communicative competence. Therefore, English teaching should pay attention to and cultivate students' pragmatic competence and promote the development of students' comprehensive language competence. In China, textbooks are the main or even the only language input for students. The quality of textbooks directly affects the learning effect of students. Therefore, it is of great practical significance to evaluate textbooks and provide suggestions for improving the quality of textbooks. Speech acts believe that a person speaks in an act of apology, advice, warning, request, etc. Based on Searle's speech act and its classification theory, this paper selects two sets of English teaching materials for senior high school, the "Man Education Edition" and the Foreign Research Institute Edition, as the research objects, in order to investigate the differences in the presentation of speech act knowledge between the two sets of textbooks. The author first collects the speech acts presented in the two sets of textbooks. Then according to Searle's speech act classification theory, the collected speech acts are classified, and the number of various speech acts is counted. The author also studies the distribution of speech act knowledge in two sets of textbooks. In addition, the author chooses the speech act of "suggestion" and makes a contrastive study from the perspective of implementation strategy and modifier. The results show that the number and types of speech acts are more abundant in the teaching materials. There is no significant difference in the distribution of speech act knowledge between the two sets of textbooks. In terms of the implementation strategies and modifiers of the speech act of "suggestion", the teaching material is more comprehensive than that of the Foreign Research Institute. Finally, this paper puts forward some suggestions to the textbook writers and English teachers, hoping to provide a reference for improving the teaching materials and improving the classroom teaching results.
【学位授予单位】：深圳大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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