基于礼貌原则的初中英语教师课堂话语分析
发布时间：2018-07-16 11:34
【摘要】：教师话语是课堂教学的重要组成部分,课堂教学的成败很大程度上取决于教师话语的质和量(Hakansson,1986)。英语课堂离不开言语交际,而礼貌是人们在日常言语交际中遵守的一个重要原则。因此,教师课堂礼貌策略的合理运用对课堂教学有重要影响。本文依据BrownLevinson的礼貌理论和Leech的礼貌原则,通过对初中英语教师和初中生的课堂观察、师生问卷调查、师生访谈,并运用Excel 2010进行数据分析,试图分析初中英语教师课堂话语中礼貌策略的运用情况,发现礼貌策略使用中存在的问题,指出男女教师礼貌策略使用中存在的差异,并探讨教师礼貌策略的使用对学生学习的影响。研究发现:(1)教师运用的礼貌策略主要分布在课堂问候语、指令语、提问语、评价与反馈语中。在问候语中,教师常用较为简单的问候语;在指令语中,教师常用祈使句+please,let’s+do等;在提问语中,教师将学生轮流或集体回答、重复问题、简化和解释问题等手段作为礼貌策略;在评价与反馈语中,教师常用表示感谢的语言、重复学生答案表赞同、老师表扬学生等。(2)教师课堂话语中礼貌策略的运用存在一些问题,如:教师常常使用直接强硬的指令语、教师评价语缺乏针对性等。(3)男女教师礼貌策略的运用虽存在差异,但并不明显。(4)教师合理地运用礼貌策略对学生知识与技能的学习、学习策略的掌握、情感态度、文化意识的培养等有促进作用,并有助于教师课堂教学的顺利完成。本文展示了初中英语教师课堂礼貌策略的运用情况,为广大初中英语一线教师提供一些启示与建议。希望初中英语教师能够更多地关注课堂话语的礼貌性,在实际教学中能够合理地运用礼貌策略,以此来营造和谐的课堂氛围,增强学生自信心,提高学生学习积极性,激发学生的礼貌意识。
[Abstract]:Teacher talk is an important part of classroom teaching. The success or failure of classroom teaching depends to a great extent on the quality and quantity of teacher talk (Hakansson1986). English classroom is inseparable from verbal communication, and politeness is an important principle in daily verbal communication. Therefore, the rational use of classroom politeness strategies has an important impact on classroom teaching. Based on Brown Levinson's politeness theory and Leech's politeness principle, this paper analyzes the data of junior high school English teachers and junior high school students through classroom observation, questionnaire survey, interviews with teachers and students, and data analysis by Excel 2010. This paper attempts to analyze the use of politeness strategies in the classroom discourse of junior middle school English teachers, find out the problems existing in the use of politeness strategies, and point out the differences in the use of politeness strategies between male and female teachers. The influence of teachers' politeness strategies on students' learning is also discussed. The main findings are as follows: (1) the politeness strategies used by teachers are mainly distributed in classroom greeting, instruction, questioning, evaluation and feedback. In greeting, teachers often use simpler greetings; in instruction, teachers often use imperative sentences such as pleaseyletsdo; in questions, teachers take turns or answer questions in groups, repeating questions. Simplification and explanation of questions are used as politeness strategies; in evaluation and feedback, teachers often use words of gratitude, repetition of students' answers to agree, teachers praise students, etc. (2) there are some problems in the use of politeness strategies in teachers' classroom discourse. For example, teachers often use direct and strong commandments, and teachers' appraisals lack pertinence. (3) although there are differences in the use of politeness strategies between male and female teachers, the use of politeness strategies is not obvious. (4) Teachers use politeness strategies reasonably to learn students' knowledge and skills. The mastery of learning strategies, emotional attitude and cultural awareness are helpful to the successful completion of teachers' classroom teaching. This paper presents the application of classroom politeness strategies for junior middle school English teachers, and provides some enlightenment and suggestions for the majority of junior middle school English teachers. It is hoped that the junior middle school English teachers can pay more attention to the politeness of classroom discourse and use politeness strategies in practical teaching so as to create a harmonious classroom atmosphere, enhance students' self-confidence and improve their enthusiasm for learning. Arouse students' politeness consciousness.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
[Abstract]:Teacher talk is an important part of classroom teaching. The success or failure of classroom teaching depends to a great extent on the quality and quantity of teacher talk (Hakansson1986). English classroom is inseparable from verbal communication, and politeness is an important principle in daily verbal communication. Therefore, the rational use of classroom politeness strategies has an important impact on classroom teaching. Based on Brown Levinson's politeness theory and Leech's politeness principle, this paper analyzes the data of junior high school English teachers and junior high school students through classroom observation, questionnaire survey, interviews with teachers and students, and data analysis by Excel 2010. This paper attempts to analyze the use of politeness strategies in the classroom discourse of junior middle school English teachers, find out the problems existing in the use of politeness strategies, and point out the differences in the use of politeness strategies between male and female teachers. The influence of teachers' politeness strategies on students' learning is also discussed. The main findings are as follows: (1) the politeness strategies used by teachers are mainly distributed in classroom greeting, instruction, questioning, evaluation and feedback. In greeting, teachers often use simpler greetings; in instruction, teachers often use imperative sentences such as pleaseyletsdo; in questions, teachers take turns or answer questions in groups, repeating questions. Simplification and explanation of questions are used as politeness strategies; in evaluation and feedback, teachers often use words of gratitude, repetition of students' answers to agree, teachers praise students, etc. (2) there are some problems in the use of politeness strategies in teachers' classroom discourse. For example, teachers often use direct and strong commandments, and teachers' appraisals lack pertinence. (3) although there are differences in the use of politeness strategies between male and female teachers, the use of politeness strategies is not obvious. (4) Teachers use politeness strategies reasonably to learn students' knowledge and skills. The mastery of learning strategies, emotional attitude and cultural awareness are helpful to the successful completion of teachers' classroom teaching. This paper presents the application of classroom politeness strategies for junior middle school English teachers, and provides some enlightenment and suggestions for the majority of junior middle school English teachers. It is hoped that the junior middle school English teachers can pay more attention to the politeness of classroom discourse and use politeness strategies in practical teaching so as to create a harmonious classroom atmosphere, enhance students' self-confidence and improve their enthusiasm for learning. Arouse students' politeness consciousness.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
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