初级汉语课堂教师语码转换个案研究

发布时间：2018-06-01 20:11

本文选题：初级汉语课堂 + 教师语码转换　；参考：《华东师范大学》2017年硕士论文

【摘要】：语码是社会语言学领域内的一个中性术语,指不同语言及同一种语言中的风格变体。汉语教学尤其是初级汉语课堂中,不同语码的使用是一种常见的现象。一直以来,汉语及其他语码的使用不仅是汉语教师教学反思的一个重要方面,也是语言教学中一个备受关注的话题。自20世纪70年代以来,语码转换研究从社会语言学领域扩展到语言教学领域,引起学界关注。在汉语教学研究中,对语码转换的研究起步相对较晚而又多集中在社会语言学的宏观视阈中。本研究从初级阶段三位教师的汉语教学课堂出发,探究三位教师语码转换的结构类型特征,教师语码转换的原因及影响,得出以下基本结论:第一,个案中三位教师的语码转换结构特征不同,在总体数量、各类型语码转换所占比重、句内语码转换的基础语框架方面表现不同。三位教师的语码转换中归纳出三种模式的句间语码转换及五种模式的句内语码转换,而且三位倾向选择的语码转换模式有差别。第二,从三人的课堂会话及教师话语中归纳出教师语码转换的主观原因和客观原因。第三,结合学生问卷及课堂实录,探讨了语码转换对学生学习、情感因素及师生关系方面的影响。语码转换对学生学习既有积极影响也有消极影响,对降低学生的焦虑及构建和谐的师生关系具有一些积极意义。而对不同水平的学生影响不同。同时,针对语码转换的影响提出了相关教学建议。本研究的创新之处在于,一是对语码转换结构特征的关注,归纳出语码转换的几种结构模式,一是从个案中的课堂会话及教师话语出发,将会话分析与学生问卷、访谈相结合,探求语码转换及其结构特征出现的原因、影响,以此弥补社会宏观语境下主观性分析带来的片面性。其中,对教师的语码转换结构类型特征的研究不仅关注语码转换的"量",同时关注语码转换在基础语框架模式下表现出的"质",尤其是对教师语码转换的历时特征揭示具有一定的创新性。
[Abstract]:Code is a neutral term in the field of sociolinguistics, which refers to the variety of different languages and the same language. In Chinese teaching, especially in primary Chinese, the use of different codes is a common phenomenon. The use of Chinese and other codes is not only an important aspect of Chinese teachers' teaching reflection, but also a major aspect of Chinese teachers' teaching. Since 1970s, the study of code switching has expanded from the field of sociolinguistics to the field of language teaching since 1970s, which has aroused the attention of the academic community. In the study of Chinese teaching, the study of code switching is relatively late and concentrates on the macro perspective of sociolinguistics. Starting from the Chinese teaching class of three teachers, this paper explores the structure type characteristics of the code conversion of three teachers, the reasons and effects of teacher code conversion, and draws the following basic conclusions: first, the structure characteristics of the three teachers in the case are different, the proportion of the total number, the proportion of each type of code conversion and the basis of the code conversion in the sentence. There are different expressions in the language framework. In the code conversion of the three teachers, there are three patterns of inter sentence code conversion and five modes of intra sentence code conversion, and the three tendencies are different in the code switching mode. Second, the subjective and objective reasons for the teacher's code conversion are summed up from the classroom conversation and teacher's discourse of the three people. Third, the influence of code switching on students' learning, emotional factors and teacher-student relationship is discussed with the combination of student questionnaire and classroom record. Code switching has both positive and negative effects on students' learning. It has some positive significance to reduce students' anxiety and build a harmonious relationship between teachers and students. At the same time, relevant teaching suggestions are put forward in view of the influence of code switching. The innovation of this study is that one is to pay attention to the structural characteristics of code switching, and to sum up several structural patterns of code conversion. One is to combine conversation analysis with student questionnaire, interview and explore language from the classroom conversation and teacher discourse in the case. In order to make up for the one-sided nature of subjective analysis under the macro context of the social context, the code conversion and its structural features make up for the one-sided nature of the subjective analysis in the social macro context. The diachronic characteristics of code switching reveal some innovation.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195

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