跨文化交际视域下初中英语教师语用失误调查研究

发布时间：2018-01-20 22:24

本文关键词： 初中英语教师语用失误跨文化交际　出处：《鲁东大学》2017年硕士论文　论文类型：学位论文

【摘要】：在跨文化交际背景下,教师语言作为一种特殊形式起着举足轻重的作用。对于中学英语教师而言,文化意识的作用在英语中不容忽视。尽管能够熟练掌握语言规则,许多中学教师仍不能合理利用或恰当翻译。在跨文化交际过程中,中学英语教师应该注意通过具体语境来帮助建立和谐的人际关系并避免语用失误。为了赶上跨文化交际的潮流,中学英语课程标准(2011)指出“初中生可以用合适的方式与外国人进行交流”,这对于学生和教师而言都是一个全新的目标。事实上,这对英语教师来说也是挑战,这要求他们具备更高质量的教学能力。今年来,很多中学英语教师把重点放在系统性语言知识方面,像语法、词汇、句子结构等等。对教师而言,应付考试才是最终目的,因此他们经常忽视了语用能力的提高。本研究提出了两个主要的研究问题,(1)初中英语教师语用失误表现在哪儿几个方面?(2)造成初中英语教师语用失误的主要原因是什么?因此,为了解决这两个研究问题,作者采用调查问卷、测验法和课堂观察法对此进行研究。问卷包括教师问卷和学生问卷,问卷是在日常教学的环境下进行的,主要针对教师的语用能力和语用失误而做。在此基础上,作者选取了初中英语教师和学生作为问卷的研究对象,最后,作者回收了有效问卷并进行了数据分析。在本研究中,有以下主要发现:首先,教师语用失误可以归为三种类型,语言语用失误、社交语用失误和行为语用失误。基于这三个分类标准,再结合问卷和测验的结果,作者提出了一些可以减少甚至消除语用失误的建议,从而提高教师语用能力。首先在语言语用能力方面,教师应当将语言语用知识与话语教学、语法教学和词汇教学结合起来。第二,在社交语用能力方面,教师应该丰富自己的文化意识并且有意识的将其和教学融合起来。最后,针对教师行为方面,教师应注重自我提高并增强教学技巧。
[Abstract]:In the context of cross-cultural communication, teachers' language plays an important role as a special form of communication. The role of cultural awareness can not be ignored in English. In spite of their proficiency in language rules, many middle school teachers are still unable to use or translate properly in the process of cross-cultural communication. In order to catch up with the trend of cross-cultural communication, middle school English teachers should pay attention to help establish harmonious interpersonal relationship and avoid pragmatic failure through specific context. Middle School English Curriculum Standard 2011) points out that "junior high school students can communicate with foreigners in a suitable way", which is a new goal for both students and teachers. This is also a challenge for English teachers, which requires them to have higher quality teaching ability. This year, many middle school English teachers have focused on systemic language knowledge, such as grammar and vocabulary. Sentence structure and so on. For teachers, coping with exams is the ultimate goal, so they often ignore the improvement of pragmatic competence. This study raises two main research questions. 1) where are the pragmatic failures of English teachers in junior high school? 2) what are the main reasons for the pragmatic failure of English teachers in junior high school? Therefore, in order to solve these two research problems, the author adopts questionnaire, test and classroom observation to study this. The questionnaire includes teacher questionnaire and student questionnaire, which is conducted in the context of daily teaching. On the basis of this, the author chooses English teachers and students in junior high school as the research object of the questionnaire. In this study, the main findings are as follows: first, teachers' pragmatic failure can be classified into three types, language pragmatic failure. Social pragmatic failure and behavioral pragmatic failure. Based on these three classification criteria and combined with the results of questionnaires and tests, the author puts forward some suggestions to reduce or even eliminate pragmatic failures. In order to improve teachers' pragmatic competence, first of all, teachers should combine pragmatic knowledge with discourse teaching, grammar teaching and vocabulary teaching. Second, in the aspect of social pragmatic competence, teachers should combine language pragmatic knowledge with discourse teaching, grammar teaching and vocabulary teaching. Teachers should enrich their own cultural consciousness and consciously integrate it with teaching. Finally, teachers should pay attention to self-improvement and enhance teaching skills in terms of teachers' behavior.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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