高中优秀英语教师课堂中非言语行为的多模态话语分析

发布时间：2018-07-03 17:57

本文选题：优秀高中英语教师 + 教师非言语行为　；参考：《扬州大学》2017年硕士论文

【摘要】：随着科学技术的逐步发展,人们交流信息的方式发生了极大的变化。以语言为主导的交流方式已经逐渐被多模态交际取代。在课堂教学中同样如此。除了言语模态,非言语行为包括手势,面部表情,目光接触等在实现良好的教学互动方面发挥着重要作用。基于Kress和Van Leeuween的视觉语法,本论文试图回答如下问题:1)高中英语课堂中出现的多种模态如何实现再现意义?2)高中英语课堂中出现的多种模态如何实现互动意义?3)高中英语课堂中出现的多种模态如何实现组合意义?本研究选取了第九届高中英语教学观摩研讨会中四位老师的教学视频作为研究样本。借助于多模态分析软件ELAN,本研究对这些教师课堂上使用的模态进行定量标注并对收集到的数据进行定性描述,旨在探究三大元功能意义如何通过他们课堂中的非言语行为构建的。本研究得出如下发现:第一,在四位教师的非言语行为中,叙事再现比概念再现更受到重视。一方面,叙事再现可细分为动作、反应、言语和心理过程再现。从四位教师的教学视频中可以看出,动作和反应过程再现更为凸显,其意义的实现主要通过师生间的交流互动实现;而他们设计的PPT幻灯片主要体现的是动作过程再现。另一方面,与分析和象征过程再现相比,分类过程再现在幻灯片中体现更多,以此来实现概念再现。第二,四位教师在英语课堂中大量运用了目光接触、手势以及社会距离等非言语行为,以此实现互动意义。具体来看,“注视某位学生”和“面向全班”包含于目光接触中,二者各自约占整个课堂时间的一半。此外,指示手势是几位教师使用最为频繁的手势类型,其次是图式手势和节拍手势。在社会距离方面,几位教师广泛运用了非正式距离和个人距离,而正式距离鲜少被他们使用。第三,四位教师在设计PPT时,主要运用了上下布局,丰富的字体,颜色,重叠,分离和整合等技巧,以此来实现组合意义。组合意义包含三个子系统:信息值、突显和取景。几位教师主要运用上下布局策略来体现“信息值”,字体,颜色,重叠等策略主要用来体现“突显”,而分离和整合策略主要来构建“取景”。基于以上发现,研究者得出了一些教学启示。第一,对于教师来说,要提高自身运用多种模态的意识来()并合理运用它们完成教学目标和内容。第二,在设计PPT时,广大教师可合理运用一些字体,颜色,重叠等策略从而使教学内容更加凸显同时也让学生们留意到教学重点。第三,要培养学生的多元识读能力。这种能力可以帮助他们更好地理解多模态符号包括幻灯片中出现的图片、文字、颜色等从而可以更好地掌握教师教授的内容。
[Abstract]:With the development of science and technology, the way people exchange information has changed greatly. Language-oriented communication has been gradually replaced by multi-modal communication. The same is true in classroom teaching. In addition to speech modes, nonverbal behaviors, including gestures, facial expressions and eye contact, play an important role in achieving good teaching interaction. Based on the visual syntax of Kress and Van Leeuween, This thesis attempts to answer the following question: 1) how do the multiple modes in senior high school English classroom realize the meaning of reproduction? 2) how to realize the interactive meaning of the various modes in high school English classroom? 3) the variety of high school English classroom How does the modal achieve the combined meaning? This study selected the teaching videos of four teachers in the 9th Senior High School English Teaching observation Seminar as the research sample. With the help of the multi-modal analysis software Elan, this study quantitatively annotates the modes used by these teachers in the classroom and qualitatively describes the collected data. The purpose of this paper is to explore how the three metafunctions are constructed by their non-verbal behaviors in the classroom. The findings of this study are as follows: first, narrative reproduction is more important than conceptual reproduction in nonverbal behaviors of four teachers. On the one hand, narrative reproduction can be subdivided into action, reaction, speech and psychological process reproduction. It can be seen from the teaching video of four teachers that the reappearance of action and reaction process is more prominent, the realization of its meaning is mainly realized through the interaction between teachers and students, and their PPT slides mainly reflect the reproduction of action process. On the other hand, compared with analysis and symbolic process reappearance, classification process reproduces more in slides to realize conceptual reproduction. Secondly, the four teachers used non-verbal behaviors such as eye contact, gesture and social distance in English classroom to realize the interactive meaning. Specifically, "watching a student" and "facing the class" are involved in eye contact, each accounting for about half of the classroom time. In addition, indicating gestures are the most frequently used by some teachers, followed by schematic and rhythmic gestures. In terms of social distance, several teachers widely use informal distance and personal distance, while formal distance is rarely used by them. Thirdly, the four teachers mainly use the techniques of upper and lower layout, rich font, color, overlap, separation and integration when designing PowerPoint. Combinatorial meaning consists of three subsystems: information value, highlight and view. Several teachers mainly use the strategies of "information value", font, color, overlap and so on to reflect "highlight", while the separation and integration strategies are mainly used to construct "scene". Based on the above findings, the researchers draw some enlightenment from teaching. First, teachers should improve their awareness of using multiple modes and use them reasonably to complete teaching objectives and contents. Secondly, when designing PPT, teachers can use some strategies such as font, color and overlap so as to make the teaching content more prominent and make students pay attention to the key points of teaching. Third, it is necessary to cultivate students' pluralistic reading ability. This ability helps them to better understand multimodal symbols, including pictures, text, colors, and so on, which appear in slides, so they can better grasp what teachers teach.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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