人际功能视角下的高中英语教师话语研究

发布时间：2018-09-15 19:30

【摘要】：教师话语是教师用于指导或组织课堂教学的课堂语言。教师话语不仅是学习者语言输入的途径之一,而且是语言课堂的教学媒介。在课堂语境下,教师话语主要表现在师生互动,这种语言可以引导课堂教学。目前有关教师话语的研究多关注于教师话语的语言特征,而忽略了在课堂语境下,对教师话语的人际功能进行研究。本文运用韩礼德系统功能语言学人际功能理论,从语气与情态两个角度分析了教师话语中的人际意义,揭示了高中英语课堂上教师与学生话语互动的人际功能,目的是为提高教师话语质量以及提高高中英语教学质量,同时改善师生关系并建立平等和谐的课堂气氛。本文基于自然调查法进行数据分析,研究对象是三位来自四川师范大学附属中学的高中英语教师。调查是在没有干扰和控制的情况下,首先利用录音笔分别对两名教师的阅读课,一名教师的词汇课进行了记录。然后将录音材料转写成书面资料进行分析。依据韩礼德的人际功能理论,本研究着重从语气和情态系统两个方面分析高中英语课堂上教师话语。在语气系统中,对人称代词和疑问语气进行深入探究;在情态系统中,对情态表达方式进行分类排列,从而揭示了教师扮演不同的角色,如协商者、帮助者以及引导者,并就教师试图与学生建立平等和谐师生关系进行了探讨。本文研究表明,从教师话语语气系统的角度来看,人称代词的使用反映了教师追求平等师生关系的教学理念;基于人际功能理论,在英语课堂语境下教师使用大量的疑问语气,其目的是用来给予指令、引导学生,以便更好地组织课堂,揭示了教师试图在课堂中营造平等和谐的气氛。从教师话语的情态体系角度来看,教师扮演不同的角色,如协商者、帮助者以及引导者,促进了平等和谐师生关系的建立;在课堂上,高频率出现的教师简短表扬,深度问题的引导和学生积极反馈,十分有利于加深学生对话题的理解,发展学生的创造能力以及提高学生的交际能力,对于建立和谐友好的师生关系有重要的作用。
[Abstract]:Teacher talk is the classroom language used by teachers to guide or organize classroom teaching. Teacher talk is not only one of the ways of learners' language input, but also the medium of language classroom teaching. In the classroom context, teacher talk is mainly reflected in teacher-student interaction, which can guide classroom teaching. At present, the research on teacher talk focuses on the linguistic characteristics of teacher talk, but neglects the interpersonal function of teacher talk in classroom context. Using Halliday's theory of interpersonal function in systemic functional linguistics, this paper analyzes the interpersonal meaning in teacher's discourse from the perspective of mood and modality, and reveals the interpersonal function of teacher-student discourse interaction in senior high school English classroom. The aim is to improve the quality of teacher talk and English teaching in senior high school, to improve the teacher-student relationship and to establish an equal and harmonious classroom atmosphere. Based on the data analysis of natural survey, this paper focuses on three senior high school English teachers from Sichuan normal University. In the case of no interference and control, two teachers' reading class and one teacher's vocabulary lesson were recorded by recording pen. The recording material is then transferred to a written document for analysis. Based on Halliday's interpersonal function theory, this study focuses on the analysis of teacher talk in high school English classroom from the aspects of mood and modality system. In the mood system, the personal pronouns and the interrogative mood are deeply explored; in the modal system, the modal expressions are classified and arranged, thus revealing that teachers play different roles, such as negotiator, helper and guide. It also discusses the teacher's attempt to establish an equal and harmonious teacher-student relationship with students. The present study shows that the use of personal pronouns reflects the teaching concept of the teacher's pursuit of equal teacher-student relationship from the perspective of the tone system of teacher discourse, and that teachers use a large number of interrogative tones in the context of English classroom based on the interpersonal function theory. Its purpose is to give instructions, guide students, in order to better organize the classroom, revealing that teachers are trying to create an equal and harmonious atmosphere in the classroom. From the perspective of the modal system of teacher talk, teachers play different roles, such as negotiator, helper and guide, which promote the establishment of equal and harmonious teacher-student relationship. The guidance of deep questions and the positive feedback of students are very helpful to deepen students' understanding of the topic, develop students' creative ability and improve their communicative ability, which plays an important role in establishing a harmonious and friendly teacher-student relationship.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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