教师语言态度的二维主观反应测试

发布时间：2018-05-29 02:25

本文选题：教师语言态度 + 主观反应测试　；参考：《西南交通大学》2008年硕士论文

【摘要】： 主观反应测试(Subiective Reaction Test)在社会语言学领域主要用于测试受试者对使用不同语言变体的说话者的主观反应评价,这种评价一定程度上代表了受试者对不同语言变体的语言态度。本文结合主观反应测试两种不同的操作方法——一是控制学生使用的语言变体使受试教师可能辨别出其语言特征:二是选择搭配学生的说话内容和写作材料以组合受试学生,使组合学生(Composite students)使用的语言变体成为唯一变量——以揭示教师对组合学生使用的不同语言变体的整体语言态度,及具有不同教学经验和方言背景的教师对其语言变体的具体语言态度。本研究设置8个组合学生,选择搭配他们的说话内容和作文内容,控制如性别,年龄,家庭背景,教育背景等因素,确保其使用的语言变体是受试教师对学生评价不同的唯一因素。受试教师结合所听到的每个学生的说话内容和对应的作文根据二维评价量表上自信度(confidence)和标准度(standardness)给各个学生打分。根据表上的打分,可以分析出受试教师对这些学生的评价,从而揭示出教师对学生使用的不受四川话影响的普通话和受四川话影响的普通话的语言态度。本研究选取在成都11所中学任教和实习的100名教师进行调查,采集有效数据90个。研究涉及的自变量是两种汉语言变体:不受四川话影响的普通话和受四川话影响的普通话;因变量是教师给使用不同语言变体的组合学生的打分;其它社会变量尽量受到控制。研究应用二维评价模式量表来收集语言态度数据,借助T检验验证数据差异显著性并运用一元方差分析和频数分析进一步分析数据。本研究提出如下问题:一.教师对不受四川话影响的普通话和受四川话影响的普通话的整体态度如何?教师是否对不受四川话影响的普通话持肯定态度而对受四川话影响的普通话持否定态度?二.教师的教学经验与其语言态度是否有关?如有关,教学经验丰富的教师与教学经验较少的教师的语言态度有何区别?三.教师的方言背景与其语言态度是否有关?如有关,有四川话方言背景的教师与没有四川话方言背景教师的语言态度有何区别? 研究结果表明:一.教师整体对不受四川话影响的普通话持肯定态度,而对受四川话影响的普通话持否定态度。二.教师的教学经验与教师的语言态度没有非常显著的关系,经验组的教师都对不受四川话影响的普通话持鼓励态度,但经验较少的教师的语言态度相对更肯定,持积极鼓励态度。而经验不同的教师均对受四川话影响的普通话持贬低态度。三.教师的方言背景与教师的语言态度有显著关系。具有四川话方言背景的教师对不受四川话影响的普通话持相对默许的态度,而对受四川话影响的普通话态度公正:没有四川话方言背景的教师对不受四川话影响的普通话持褒扬态度,对受影响的普通话持贬抑态度。在理论应用上,本研究拓展了主观反应测试理论在中国教育领域教师语言态度研究方面的应用,揭示了教师的语言态度与其教学经验和方言背景的关系,证实了具有不同教学经验和不同方言背景的教师对学生使用的不受四川话影响的普通话和受四川话影响的普通话持有不同的语言态度。在研究方法上,本研究为国内教师的语言态度研究提供了数据支持,数据收集和数据分析的方法对从事教师语言态度研究者具有一定的参考价值。在教学实践上,本研究有助于国内的教师和学生更好的理解教师的语言态度,对其更好地教学和学习都有帮助。
[Abstract]:In the field of sociolinguistics, the subjective response test (Subiective Reaction Test) is mainly used to test subjects' subjective response evaluation of speakers using different language variants. This evaluation represents the language attitudes of the subjects to different language variants to a certain extent. This paper combines two different methods of operation to test the subjective response. One is to control the language variations used by the students so that the subject teachers may identify their linguistic features: two, the choice of matching students' content and writing materials to combine the subject students, and to make the language variant used by the Composite students as the only variable in order to reveal the different language changes used by the teachers for the combination of the students. The whole language attitude of the body and the specific language attitude of the teachers with different teaching experience and dialect background to their language variants.
In this study, we set up 8 combination students to choose the content and content of their speech, control the factors such as sex, age, family background, and educational background, and ensure that the language variants used are the only factors that the subject teachers have on the students' evaluation. According to the score on the two dimensional evaluation scale (confidence) and the standard degree (standardness), the students can be evaluated by the scores on the table, thus revealing the language attitudes of the teachers to the Mandarin and the Mandarin influenced by the Sichuan dialect, which are not influenced by the Sichuan dialect.
The study selected 100 teachers who taught and practiced in 11 middle schools in Chengdu and collected 90 effective data. The independent variables involved were two kinds of Chinese language varieties: Putonghua which was not influenced by Sichuan dialect and Putonghua influenced by Sichuan dialect. The variables are controlled as far as possible. The study uses the two-dimensional evaluation model scale to collect language attitude data, uses T test to verify the significance of data difference and further analyses the data with one variance analysis and frequency analysis. The following questions are presented: first, teachers' influence on Mandarin and Sichuan dialect is influenced by teachers in Sichuan. What is the overall attitude of the call? Does the teacher hold a positive attitude towards Putonghua not influenced by Sichuan dialect and have a negative attitude towards Mandarin influenced by Sichuan dialect? Two. Is the teaching experience of the teacher related to the language attitude? For example, what is the difference between the teaching experience and the language attitude of the teachers with less teaching experience? Three. Is the teacher's dialect background related to its language attitude? For example, what is the difference between the teachers with the Sichuan dialect background and the language attitude of the teachers without the Sichuan dialect background?
The results show that: first, teachers have a positive attitude towards mandarin not influenced by Sichuan dialect, but have a negative attitude towards Mandarin influenced by Sichuan dialect. Two. There is no significant relationship between teachers' teaching experience and teachers' language attitude. The teachers of the experience group are encouraged to speak Putonghua, which are not affected by Sichuan dialect. Less teachers have a more positive attitude towards language and positive encouragement. All the teachers with different experience have a degrading attitude towards Mandarin influenced by Sichuan dialect. Three. Teachers' dialectal background has a significant relationship with the language attitude of teachers. Teachers with the dialect of Sichuan dialect have relative acquiescence in Putonghua not affected by Sichuan dialect. Attitude and impartial attitude to Putonghua influenced by Sichuan Dialect: teachers without the dialect of Sichuan dialect have a praising attitude to Putonghua which are not influenced by Sichuan dialect, and have a negative attitude to the affected Mandarin.
On the basis of theoretical application, this study extends the application of subjective response test theory to the study of teachers' language attitude in the field of Chinese education, reveals the relationship between teacher's language attitude and its teaching experience and dialect background, and confirms that teachers with different teaching experiences and different dialectal backgrounds are not affected by Sichuan dialect. Putonghua and Mandarin influenced by Sichuan dialect have different language attitudes. In the study method, this study provides data support for the study of language attitude of domestic teachers. The methods of data collection and data analysis have certain reference value for teachers who are engaged in Teachers' language attitude. In teaching practice, this study is helpful to the country. Teachers and students can better understand teachers' language attitude and help them to better teach and learn.
【学位授予单位】：西南交通大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：H102;G632.4

【相似文献】