蒙古族高中英语课堂教师语码转换研究

发布时间：2018-04-26 19:21

本文选题：蒙古族高中英语课堂 + 教师语码转换　；参考：《内蒙古师范大学》2016年硕士论文

【摘要】：语码转换指的是在同一次对话中使用两种或多种语言变体。近20年来双语环境下的外语课堂语码转换已成为国内外学者的研究焦点；它的蓬勃发展为三语课堂环境下的语码转换研究提供了很多理论依据和借鉴意义。基于此,本文以“蒙古族高中英语课堂教师语码转换研究”为研究论题,旨在发现蒙古族高中英语课堂中教师语码转换的形态、结构、功能的分布特征,探究蒙语和汉语在英语教学中的功能及影响英语教师语码转换的因素,为外语甚至多语环境中教师语码转换研究提供有效的意见和建议。本文以呼和浩特市蒙古族学校四名高中英语老师为研究对象,随堂观察并录制了每位教师两节课,对八节课堂录像进行了转写的基础上运用定量分析和质性分析相结合的方法对语料进行统计描述。此外,就课堂语码转换现象对四名英语教师进行深度访谈,解读语言选择和语码转换的影响因素。本文从课堂话语分析和社会文化理论的视角对课堂语码转换的作用进行了论证,笔者采用了社会文化理论中几个重要的理论对语料进行了分析,即：中介、支架以及内化理论,分析教师语码转换在英语教学过程中的中介作用。本文沿用了帕普拉克(1980)的语码转换结构“三分法”即：句内语码转换,句际语码转换和附加语码转换；吴白音那(2016)的教学功能分类法,分析并探讨蒙、汉语码转换的结构和功能分布特征,结果表明：(1)文中出现的六种语码转换形态中蒙、英两种语言之间的转换频次高于汉、英两种语言之间的转换频次；语码转换结构特征显示句际转换的比例稍微高于句内转换,附加转换为最低。详细来说,教师问的语码转换使用量存在很大的差异。(2)语码转换的教学功能频数显示完成教学任务略微高于管理课堂。功能分类是基于两层面五种类型的,其中占据最多的为指示或澄清任务,四位教师均存在指示语转换过多使用的情况。(3)本研究表明影响语码转换的主要因素包括：英语水平、教育背景、教学目标、情感因素和教学时间。总的来说,在呼和浩特市蒙古族高中英语课堂上,教师在英语教学中大量使用蒙语和少量的汉语语码。这说明参与课堂观察的教师课堂教学中采取了以蒙语为主导,以汉语为辅的教学策略。基于本文研究结果,笔者认为首先应加深蒙古族高中英语教师对语码转换的了解,根据具体的教学情境,有目的、有意识,有节制的进行语码转换,为学生提供支架式帮助；英语教师语码转换时尽量使用母语,充分发挥蒙语的中介作用；教师应依据教学过程中学生的反馈和需求,及时地转换语码,使语码转换变成实际地教学策略,运用于英语课堂教学。
[Abstract]:Code-switching refers to the use of two or more language variants in the same conversation. In the past 20 years, code-switching in foreign language classroom has become the focus of scholars at home and abroad, and its vigorous development has provided a lot of theoretical basis and reference significance for the study of code-switching in trilingual classroom environment. Based on this, this paper focuses on the study of code-switching of Mongolian senior high school English teachers in order to find out the distribution characteristics of the form, structure and function of the code-switching in Mongolian senior high school English classroom. This paper probes into the functions of Mongolian and Chinese in English teaching and the factors that affect the code-switching of English teachers in order to provide effective suggestions and suggestions for the study of code-switching of teachers in foreign language and even multilingual environments. In this paper, four senior high school English teachers from Mongolian School in Hohhot City were studied and recorded two sessions of each teacher. On the basis of transposing eight class videos, the paper uses the methods of quantitative analysis and qualitative analysis to describe the corpus. In addition, four English teachers were interviewed in depth on the phenomenon of code-switching in class, and the influence factors of language selection and code-switching were analyzed. From the perspective of classroom discourse analysis and sociocultural theory, this paper demonstrates the role of classroom code-switching. The author uses several important theories in sociocultural theory to analyze the corpus, that is, intermediary theory, scaffold theory and internalization theory. This paper analyzes the intermediary role of teacher code-switching in the process of English teaching. This paper uses the "three-point method" of the code conversion structure of Paprak (1980), that is, intra-sentence code-switching, intersentence code-switching and additional code-switching, Wu Baiyinao-2016), and analyzes and discusses the classification of teaching functions. The result shows that the conversion frequency between English and English is higher than that between Chinese and English. The ratio of intersentence transformation is slightly higher than that of intra-sentence transformation, and the additional conversion is the lowest. In detail, there is a great difference in the use of code-switching among teachers. (2) the frequency of teaching function of code-switching shows that the completion of teaching tasks is slightly higher than that of classroom management. Functional classification is based on two levels of five types, of which the most frequently used is the task of indication or clarification, and the four teachers have overuse of deixis.) this study shows that the main factors affecting code-switching include: English proficiency. Educational background, teaching objectives, emotional factors and teaching time. In general, in Hohhot Mongolian senior high school English classroom, teachers use Mongolian and a small amount of Chinese code in English teaching. This shows that teachers taking part in classroom observation have adopted the teaching strategy of Mongolian language as the leading language and Chinese as the auxiliary. Based on the results of this paper, the author thinks that the first step is to deepen the understanding of code-switching among English teachers of Mongolian senior high school, and to provide the students with scaffolding help according to the specific teaching situation, purposeful, conscious and restrained code-switching. English teachers should use their mother tongue as far as possible and give full play to the intermediary role of Mongolian language in the process of teaching, and teachers should change the code in time according to the feedback and demand of middle school students in the teaching process, so as to make the code-switching become a practical teaching strategy. It is used in English classroom teaching.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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