高中英语课堂教师话语的吸引力分析

发布时间：2018-03-17 11:22

本文选题：高中英语课堂　切入点：教师话语吸引力　出处：《华中师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：外语教学中,教师话语不仅用于管理课堂教学,还为学习者提供重要语言输入。它主要包括教师进行教学组织、知识传授、师生互动及评价中所使用的语言。研究教师课堂语言,揭示其使用规律,对于推进语言学研究、完善教师发展理论具有重要意义。美国学者William W. Purkey和Betty L. Siegel提出了吸引理论,强调有吸引力的教育对于提升学生的信心和兴趣、激发学生学习潜能的重大意义。教师作为学校的重要组成部分,提升其自身吸引力对于构建有吸引力的教育尤为重要。因而,有必要对教师话语的吸引力进行研究。本文试图构建一个高中英语教师话语吸引力的理论分析框架。本文首先通过对相关理论文献的研读和推理,得出一个教师话语吸引力的普遍分析框架。再以湖南省长沙市一所高级中学6名教师为研究对象,对其8节英语课进行观察及录音。研究采用自然调查法,包括课堂录音、学生访谈两种手段。将所有录音收集并转写后,运用分析框架对其吸引力进行分析,并从中发现高中英语教师话语吸引力的特点。对学生的采访旨在了解学生对教师话语吸引力的评价、期待和要求,对教师话语吸引力分析起参考作用。在Bernstein的教学话语分类理论基础上,本研究提出了教师话语分析理论的普遍分析框架。该框架运用话语分析、评价资源系统作为分析工具,从管理话语、知识传授话语和互动话语三类教师话语展开分析。分析管理话语从等级关系构建、预期行为两方面进行；知识传授话语的分析可分为对知识的认知和情感态度两类；课堂互动话语则从话轮及补救和教师反馈两方面进行分析。高中教学有其特点,其教师话语吸引力也自有其特点。比如,管理话语上,不仅平等的关系对学生更具吸引力,教师对重要教学活动、内容把握的权威指令也吸引学生的关注。知识传授话语上,教师对知识的态度直接影响学生的态度和接受程度。教师的负面评价在互动话语中同样可产生吸引力,如采用隐性纠正、延缓纠正或引导学生自我纠正等方式缓解负面评价的消极影响,实现帮助学生纠错的积极作用。本文希望能一定程度上弥补在教师话语吸引力分析上的理论空缺,同时能够引起高中英语教师的重视,研究自身课堂话语,提升其吸引力,从而有助于学生升学及增强英语学习的兴趣和信心。
[Abstract]:In foreign language teaching, teacher talk is used not only to manage classroom teaching, but also to provide learners with important language input. The language used in teacher-student interaction and evaluation. Studying teachers' classroom language and revealing its rules of use are of great significance in advancing linguistic research and perfecting the theory of teacher development. American scholars William W. Purkey and Betty L. Siegel have put forward the theory of attraction. Emphasizing the importance of attractive education in enhancing the confidence and interest of students and stimulating their learning potential. As an important part of the school, it is particularly important for teachers to enhance their own attractiveness in order to build an attractive education. It is necessary to study the attractiveness of teacher discourse. This paper attempts to construct a theoretical analysis framework for the attractiveness of teacher discourse in senior high school. In this paper, a general analysis frame of teachers' discourse attractiveness is obtained. Six teachers of a senior middle school in Changsha, Hunan Province, are taken as the research objects, and their 8 English classes are observed and recorded. The research adopts natural investigation method, including classroom recording. Student interviews. After all the recordings are collected and transcribed, the analysis framework is used to analyze their attractiveness. The purpose of this paper is to find out the characteristics of high school English teachers' utterance attractiveness. The purpose of the interview is to understand the students' evaluation, expectation and requirement of teachers' utterance attractiveness. On the basis of Bernstein's classification theory of teaching discourse, this study puts forward a general analytical framework of teacher discourse analysis theory. The framework uses discourse analysis, evaluation resource system as an analytical tool. This paper analyzes three types of teacher discourse: management discourse, knowledge imparting discourse and interactive discourse. The analysis of knowledge imparting discourse can be divided into two types: cognition and affective attitude to knowledge, classroom interactive discourse is analyzed from two aspects of turn and remedy and teacher feedback. High school teaching has its own characteristics. For example, in the management discourse, not only the equal relationship is more attractive to the students, but also the authoritative instruction of the teacher on the important teaching activities and the content grasp also attracts the students' attention. Teachers' attitude towards knowledge directly affects students' attitude and acceptance. Negative evaluation of teachers can also be attractive in interactive discourse, such as implicit correction. Delaying or guiding students' self-correction to alleviate the negative impact of negative evaluation and realize the positive role of helping students to correct errors. This paper hopes to make up for the theoretical gap in the analysis of teacher discourse attractiveness to a certain extent. At the same time, it can arouse the high school English teachers' attention, study their own classroom discourse, enhance their attractiveness, so as to help the students to study and enhance their interest and confidence in English learning.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

【相似文献】