英汉慕课语篇中的介入资源比较分析

发布时间：2018-06-13 19:29

本文选题：慕课 + 介入资源　；参考：《西南大学》2016年硕士论文

【摘要】：作为传统课堂教学的一个重要且有效的补充,大规模网络在线课程(慕课)自从斯坦福大学慕课在2011年秋第一次上线后,就引起了大众和学者的兴趣及注意。慕课与传统课堂的不同之处在于:学习者成千上万,数量众多;慕课讲授者所面对的学习者背景各异,水平不同;学习者与讲授者之间的互动也与传统课堂有所不同;学习者对于课程的选择是基于自己的兴趣。抓住学习者的注意力对于慕课的成功与否来说很重要,而如何与学习者建立一个良好的人际关系则是影响其成功与否的重要因素之一。Martin和White提出的评价理论就是用来阐释我们如何运用语言来建立人际意义的,其中的介入系统关注的就是作者与潜在读者之间的对话空间。本文首先试图分析介入资源在中英慕课语篇中分布的异同,进而探索如何运用介入资源建立对话空间和良好的慕课讲授者与学习者人际关系。本研究采用定量分析与定性分析相结合的方法,首先分别选取了加利福尼亚大学洛杉矶分校的Dr.Matthew Lieberman讲授的“社会心理学”课程(共54,495字)与华东师范大学崔丽娟教授讲授的“诠释社会、解读生活——社会心理学”系列课程(共46,198字)作为语料,借助UAM语料库软件分析了介入资源在所选的中英慕课语篇中的分布规律,再通过对西南大学外国语学院英语专业大一一个班的29名学生进行两门课程的问卷调查,了解有助于建立良好讲授者与学习者人际关系的介入资源。最终,本文得出了以下研究结论:首先,介入资源在中英慕课语篇分布的相同点在于:在两种语篇中,对话紧缩都比对话扩展性资源要多;否认是出现最多的介入资源;两种语篇都没有出现疏远性引述;在对话扩展性资源中,引发资源出现的最多;在对话紧缩性资源中,强调最多,一致最少。其分布不同点在于:对话紧缩在中文慕课语篇中出现的比英文慕课语篇要多;对话扩展在英文慕课语篇中出现的是中文慕课语篇的两倍多。在对话扩展性资源中,英文慕课语篇中的引发资源比中文慕课语篇的多。摘引资源的分布则相反。从学习者的角度来说,他们并不认为当讲授者使用,例如“我认为”,这样的引发资源时缺乏权威性,相反这样的资源更能启发学习者思考。很多学习者认为表达可能立场的引发资源,也可以更好的启发他们思考。此外,学习者认为若摘引资源出自权威人士,可以增加可信度,但是大部分学习者并不在意慕课讲授者是否使用这种方式。至于对话紧缩性资源,在中文慕课语篇中否定比让步多;但在英文慕课语篇中,情况相反。但学习者认为当讲授者要推翻自己的看法时,让步比否定更易接受。本研究旨在为慕课语篇提供新的研究视角,并对评价理论的扩展做出贡献。
[Abstract]:As an important and effective supplement to the traditional classroom teaching, the large-scale online online course (mousse) has aroused the interest and attention of the public and scholars since the first time in the autumn of 2011 in the autumn of Stanford University. The background of the learners is different and the level is different; the interaction between the learners and the lecturer is different from the traditional class; the learner's choice of the course is based on his own interest. It is important to seize the attention of the learner to the success of the lesson, and how to establish a good interpersonal relationship with the learner is the influence. One of the important factors for its success is.Martin and White's evaluation theory, which is used to explain how we use language to establish interpersonal meaning. The intervention system focuses on the dialogue space between the author and the potential readers. This study adopts the method of combining quantitative analysis and qualitative analysis, and first selects the course of "social psychology" (54495 words) in Dr.Matthew Lieberman, University of California, University of California, respectively. As a corpus of "interpretation of society, reading life - Social Psychology" (46198 words) taught by Professor Cui Lijuan of East China Normal University, the distribution rules of intervening resources in the selected Chinese and English lessons are analyzed with the help of UAM corpus, and 29 of the 29 major classes of English major in the Foreign Language College of the Southwestern University. A questionnaire survey of two courses was conducted to understand the involvement resources of the good lecturer and the learner's interpersonal relationship. Finally, the following conclusions were drawn: first, the same point of the distribution of the intervening discourse in the Chinese and English lessons is that in the two discourse, the contractions of the dialogue are more than the dialogic extensibility resources; There is the largest number of intervention resources; the two texts have no distant quotes; in the dialogic expansibility resources, the largest number of resources occur. In the dialogue tight resources, the most emphasis and the least consistency are emphasized. There are more than two times as much as the Chinese mousse text in the text of the text. In the dialogic expansibility, there are more resources in the English mousse text than the Chinese mousse text. The distribution of the excerpts is opposite. From the learner's point of view, they do not think that when the lecturer uses it, such as "I think", this causes the shortage of resources. Many learners think that the source of possible positions may be better to inspire them to think. In addition, the learners think that if the resource is extracted from the authority, it can increase the credibility, but the majority of the learners do not care if the lecturer uses this. In the English Mu lesson, the situation is opposite. But the learner thinks that when the lecturer wants to overthrow his own opinion, the concession is more acceptable than the negation. This study aims to provide a new research perspective for the mousse text and give tribute to the expansion of the evaluation theory. Offer.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H315;H15

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