语义波理论视角下外语教师话语的叙事性与语用效力研究
发布时间：2020-10-23 14:32
外语教师的课堂话语既是教师传授知识的媒介,也是教师在课堂教学环境中再现课文语篇情景,解构课文语篇意义的途径,更是教师创设虚拟交际情景,组织学生开展各种交际活动的工具。简而言之,外语教师的课堂话语具有“给予信息”、“再现情景”以及“组织激励”三大语用功能。叙事性是实现这三种功能、构建话语的重要手法。教师通过有序组织话语的主题,精心挑选措辞和句式,使知识、意义和情景清晰投射在学生的大脑。这就是叙事性在构建教师话语的突出表现。由此可见,研究外语教师课堂话语的叙事性对于更好实现其语用功能,提高语用效力具有重要的研究价值。作为解释语义信息流动和语篇意义发展的新型的语言学理论,语义波理论对外语教师的课堂话语具有一定的解释力。该理论一方面可用于揭示教师话语中语义密度和语义引力的变化规律,探测教师在组织教学过程中话语的形成和发展过程,进而考察叙事话语的语用效力。语义波理论同时为合理构建叙事话语提供指导,为使课堂话语语用功能最大化,教师再构建课堂话语过程中,可根据语义密度和语义引力的原理,合理安排措辞句法以及信息呈现的顺序。基于以上思路,本文共分五章,第一章简单介绍本文的研究思路以及研究重点,第二章梳理了相关主题的研究成果,论证本选题研究的必要性和可行性,明确具体的研究方向。第三章整理语义波和叙事性以及语用效力的相关理论,以此为依据,凝练出本论文的理论框架。第四章采用语料库语言学方法,抽样建立教师话语的语料样本,并从语义波理论角度对语料库的教师话语进行了分析。第五章归纳了分析结果,总结了本文的创新性和不足之处。本文尝试借助语义波的特性研究外语教师话语的叙事性及语用效力,既挖掘了语义波理论的应用潜力,又为后续相关研究奠定了基础。本次研究在语义波理论的指导下,抽样建立了外语教师话语语料库,并借助语料库分析软件进行分析,确保了研究的科学性和提升研究的可信度。虽然由于时间紧迫和知识局限,本次研究没有收集全体外语教师的课堂话语,建立更全面的语料库。但以此研究为基础,后续研究将会层出不穷,对外语教师话语的研究绝不会止步于此。
【学位单位】：广东财经大学
【学位级别】：硕士
【学位年份】：2018
【中图分类】：H09
【文章目录】：
摘要
ABSTRACT
Chapter One Introduction
1.1 Research Background
1.2 Research Significance
1.3 Research Questions
Chapter Two Literature Review
2.1 Previous Studies on Semantic Wave
2.1.1 Relevant Theoretical Research
2.1.2 Appliance of Semantic Wave
2.2 Teachers’ Talk
2.2.1 Review of Teachers’ Talk
2.2.2 Narrativity and Teachers’ Talk
2.2.3 Pragmatic Effect and Teachers’ Talk
2.3 Semantic Wave and EFL Teachers’ Talk
2.3.1 Semantic Wave in Analyzing Narrativity in EFL Teachers’ Talk
2.3.2 Semantic Wave in Analyzing the Pragmatic Effect in EFL Teachers’ Talk
Chapter Three Theoretical Framework
3.1 Semantic Wave
3.1.1 Semantic Density and Semantic Gravity
3.1.2 The Relationship of Semantic Density and Semantic Gravity
3.1.2.1 Semantic Plane
3.1.2.2 Semantic Profile
3.2 Narrativity of EFL Teachers’ Talk from the Perspective of SW
3.3 Pragmatic Effect of EFL Teachers’ Talk from the Perspective of SW
3.4 The relationship between Narrativity and Pragmatic Effect
Chapter Four Data Analysis
4.1 Data Collection
4.2 Narrativity of EFL Teachers’ Talk
4.2.1 Elements to affect Narrativity of EFL Teachers’ Talk
4.2.1.1 Semantic Density and Word Frequency
4.2.1.2 Semantic Density and STTR
4.2.1.3 Semantic Gravity and Mediacy
4.2.1.4 Semantic Gravity and Sequentiality
4.2.2 Characteristics of high Narrativity of EFL Teachers’ Talk
4.2.3 Strategies to Enhance the Narrativity of EFL Teachers’ Talk
4.3 Pragmatic Effect of EFL Teachers’ Talk
4.3.1 Elements to examine Pragmatic Effect of EFL Teachers’Talk
4.3.1.1 Pragmatic Effect and Time Arrangement
4.3.1.2 Pragmatic Effect and Students’ Response
4.3.2 Characteristics of high Narrativity of EFL Teachers’ Talk
4.3.3 Ways to Enhance the Pragmatic Effect of EFL Teachers’ Talk
Chapter Five Conclusion
5.1 Major Findings
5.2 Implications
5.3 Limitations of the Study
5.4 Suggestions for Future Researches
References
Appendix
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Acknowledgements
【参考文献】
本文编号：2853160
【学位单位】：广东财经大学
【学位级别】：硕士
【学位年份】：2018
【中图分类】：H09
【文章目录】：
摘要
ABSTRACT
Chapter One Introduction
1.1 Research Background
1.2 Research Significance
1.3 Research Questions
Chapter Two Literature Review
2.1 Previous Studies on Semantic Wave
2.1.1 Relevant Theoretical Research
2.1.2 Appliance of Semantic Wave
2.2 Teachers’ Talk
2.2.1 Review of Teachers’ Talk
2.2.2 Narrativity and Teachers’ Talk
2.2.3 Pragmatic Effect and Teachers’ Talk
2.3 Semantic Wave and EFL Teachers’ Talk
2.3.1 Semantic Wave in Analyzing Narrativity in EFL Teachers’ Talk
2.3.2 Semantic Wave in Analyzing the Pragmatic Effect in EFL Teachers’ Talk
Chapter Three Theoretical Framework
3.1 Semantic Wave
3.1.1 Semantic Density and Semantic Gravity
3.1.2 The Relationship of Semantic Density and Semantic Gravity
3.1.2.1 Semantic Plane
3.1.2.2 Semantic Profile
3.2 Narrativity of EFL Teachers’ Talk from the Perspective of SW
3.3 Pragmatic Effect of EFL Teachers’ Talk from the Perspective of SW
3.4 The relationship between Narrativity and Pragmatic Effect
Chapter Four Data Analysis
4.1 Data Collection
4.2 Narrativity of EFL Teachers’ Talk
4.2.1 Elements to affect Narrativity of EFL Teachers’ Talk
4.2.1.1 Semantic Density and Word Frequency
4.2.1.2 Semantic Density and STTR
4.2.1.3 Semantic Gravity and Mediacy
4.2.1.4 Semantic Gravity and Sequentiality
4.2.2 Characteristics of high Narrativity of EFL Teachers’ Talk
4.2.3 Strategies to Enhance the Narrativity of EFL Teachers’ Talk
4.3 Pragmatic Effect of EFL Teachers’ Talk
4.3.1 Elements to examine Pragmatic Effect of EFL Teachers’Talk
4.3.1.1 Pragmatic Effect and Time Arrangement
4.3.1.2 Pragmatic Effect and Students’ Response
4.3.2 Characteristics of high Narrativity of EFL Teachers’ Talk
4.3.3 Ways to Enhance the Pragmatic Effect of EFL Teachers’ Talk
Chapter Five Conclusion
5.1 Major Findings
5.2 Implications
5.3 Limitations of the Study
5.4 Suggestions for Future Researches
References
Appendix
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Acknowledgements
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