评价理论视角下中学和大学英语教师课堂话语对比研究
发布时间：2018-08-16 19:03
【摘要】：话语分析长期以来受到国内外许多语言学家的关注,其中教师课堂话语更是倍受青睐。语言的人际意义体现了人们语言交流过程中如何建立和保持与他人的社会关系,表明说话者的身份和地位。英语课堂教学中人际意义主要体现在师生有效的互动,教师通过人际意义的传达激发学生学习动机,形成良好的师生互动和积极向上的课堂氛围,进而影响教学过程和教学效果。本研究把评价理论作为教师话语研究的理论框架,采用定量分析和定性分析相结合的方法,选取了第十届全国初中英语教学优质课的3节优质课,以及第四届“外教社杯”全国大学英语教学大赛总决赛的3节优质课作为研究对象。通过转写这6节课堂视频中的教师话语,细致分析了语料中的评价资源后,统计出三个子系统评价资源出现的频率和所占的比例,对比分析中学课堂与大学课堂教师话语中评价资源的异同,着重研究教师是如何利用评价资源拉近师生间的距离,激发学生积极性,进而提高教学水平。通过研究发现:中学、大学英语课堂教师话语评价资源存在共性和差异。(1)无论是中学课堂,还是大学课堂,都存在丰富的评价资源,而且各个子系统在整体上均呈现相同的分布特征,态度资源最多,介入资源次之,级差资源最少。(2)从评价资源总量来看,大学英语课堂中的评价资源出现频率多于中学英语课堂评价资源出现频率,这与不同阶段学生情感需求及心理发展阶段不同有关。(3)从态度资源来看,大学英语课堂出现的态度资源更多,但是在整个评价资源中所占的比例较之中学下降了 2个百分点。这是因为大学生情感需求高于初中生,所以态度资源更多,但是大学生心理发展水平更高,并不满足于简单的赞扬或者对错判断。(4)从介入资源来看,大学英语课堂出现的介入资源更多,而且在整个评价资源中所占的比例比中学高出5.3个百分比,说明大学生的认知水平更高,教师更注重与学生进行深层次的交流和学生知识构建过程,给予学生更多思维发散的空间。(5)从级差资源来看,大学英语课堂出现的级差资源数量更多,但是在评价资源中所占的比例较之中学下降了 3.2个百分点。这说明大学生的认知水平及自主学习能动性更高,他们更关注自己的知识构建与课堂表现,而初中生需要更多的鼓励来积极参与课堂活动。基于以上研究结果,本研究得到了一些教学启示:教学中英语老师应将评价资源有意识的应用到课堂话语中,对学生进行积极适当的评价和情感引导。恰当运用教师话语能取得积极的教学效果;同时,学习运用评价理论可以帮助教师完善其评价策略,促进其职业成长。希望本研究在结合评价理论为教师话语的研究给出实际的教学性建议及参考。
[Abstract]:Discourse analysis has been concerned by many linguists at home and abroad for a long time. The interpersonal meaning of language reflects how to establish and maintain social relations with other people in the process of language communication, indicating the identity and status of the speaker. The interpersonal meaning in English classroom teaching is mainly reflected in the effective interaction between teachers and students. Through the communication of interpersonal meaning, teachers stimulate students' learning motivation and form a good teacher-student interaction and positive classroom atmosphere. And then affect the teaching process and teaching effect. This study takes the evaluation theory as the theoretical framework of teacher discourse research, adopts the method of combining quantitative analysis and qualitative analysis, and selects three high-quality classes of the 10th National Junior High School English Teaching quality course. As well as the fourth "Foreign Teachers' Cup" National College English Teaching Competition finals of 3 quality courses as the research object. After carefully analyzing the evaluation resources in the corpus, the frequency and the proportion of the evaluation resources in the three subsystems are calculated by transposing the teacher discourse in the six classroom videos. This paper makes a comparative analysis of the similarities and differences of evaluation resources in middle school classroom and college classroom teacher talk, and focuses on how teachers use evaluation resources to draw closer the distance between teachers and students, stimulate students' enthusiasm, and then improve the teaching level. It is found that there are commonness and differences in teacher discourse evaluation resources in middle school and college English classroom. (1) there are abundant evaluation resources in both middle school classroom and college classroom. And each subsystem presents the same distribution characteristics as a whole, attitude resources are the most, intervention resources are the second, and graded resources are the least. (2) from the total amount of evaluation resources, The frequency of evaluation resources in college English classroom is higher than that in middle school English classroom, which is related to the different stages of students' emotional needs and psychological development. (3) from the perspective of attitude resources, There are more attitude resources in college English classroom, but the proportion of evaluation resource in college English classroom is 2% lower than that in middle school. This is because college students' emotional needs are higher than junior high school students, so they have more attitude resources, but college students' psychological development level is higher, and they are not satisfied with simple praise or right and wrong judgment. (4) from the perspective of intervention resources, There are more intervention resources in college English classroom, and the proportion of total evaluation resources is 5.3% higher than that in middle school, which indicates that college students' cognitive level is higher than that of middle school students. Teachers pay more attention to the deep communication with students and the process of students' knowledge construction, and give students more space for divergent thinking. (5) from the perspective of differential resources, there are more graded resources in college English classroom. But the share of evaluation resources was 3.2 percentage points lower than in secondary schools. This shows that college students' cognitive level and autonomous learning initiative are higher, they pay more attention to their knowledge construction and classroom performance, and junior high school students need more encouragement to actively participate in classroom activities. Based on the above findings, this study has some implications: English teachers should consciously apply evaluation resources to classroom discourse and give positive and appropriate evaluation and emotional guidance to students. At the same time, learning and applying evaluation theory can help teachers improve their evaluation strategies and promote their professional growth. It is hoped that this study will provide practical teaching suggestions and references for the study of teacher discourse in combination with evaluation theory.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3;G633.41
本文编号：2186892
[Abstract]:Discourse analysis has been concerned by many linguists at home and abroad for a long time. The interpersonal meaning of language reflects how to establish and maintain social relations with other people in the process of language communication, indicating the identity and status of the speaker. The interpersonal meaning in English classroom teaching is mainly reflected in the effective interaction between teachers and students. Through the communication of interpersonal meaning, teachers stimulate students' learning motivation and form a good teacher-student interaction and positive classroom atmosphere. And then affect the teaching process and teaching effect. This study takes the evaluation theory as the theoretical framework of teacher discourse research, adopts the method of combining quantitative analysis and qualitative analysis, and selects three high-quality classes of the 10th National Junior High School English Teaching quality course. As well as the fourth "Foreign Teachers' Cup" National College English Teaching Competition finals of 3 quality courses as the research object. After carefully analyzing the evaluation resources in the corpus, the frequency and the proportion of the evaluation resources in the three subsystems are calculated by transposing the teacher discourse in the six classroom videos. This paper makes a comparative analysis of the similarities and differences of evaluation resources in middle school classroom and college classroom teacher talk, and focuses on how teachers use evaluation resources to draw closer the distance between teachers and students, stimulate students' enthusiasm, and then improve the teaching level. It is found that there are commonness and differences in teacher discourse evaluation resources in middle school and college English classroom. (1) there are abundant evaluation resources in both middle school classroom and college classroom. And each subsystem presents the same distribution characteristics as a whole, attitude resources are the most, intervention resources are the second, and graded resources are the least. (2) from the total amount of evaluation resources, The frequency of evaluation resources in college English classroom is higher than that in middle school English classroom, which is related to the different stages of students' emotional needs and psychological development. (3) from the perspective of attitude resources, There are more attitude resources in college English classroom, but the proportion of evaluation resource in college English classroom is 2% lower than that in middle school. This is because college students' emotional needs are higher than junior high school students, so they have more attitude resources, but college students' psychological development level is higher, and they are not satisfied with simple praise or right and wrong judgment. (4) from the perspective of intervention resources, There are more intervention resources in college English classroom, and the proportion of total evaluation resources is 5.3% higher than that in middle school, which indicates that college students' cognitive level is higher than that of middle school students. Teachers pay more attention to the deep communication with students and the process of students' knowledge construction, and give students more space for divergent thinking. (5) from the perspective of differential resources, there are more graded resources in college English classroom. But the share of evaluation resources was 3.2 percentage points lower than in secondary schools. This shows that college students' cognitive level and autonomous learning initiative are higher, they pay more attention to their knowledge construction and classroom performance, and junior high school students need more encouragement to actively participate in classroom activities. Based on the above findings, this study has some implications: English teachers should consciously apply evaluation resources to classroom discourse and give positive and appropriate evaluation and emotional guidance to students. At the same time, learning and applying evaluation theory can help teachers improve their evaluation strategies and promote their professional growth. It is hoped that this study will provide practical teaching suggestions and references for the study of teacher discourse in combination with evaluation theory.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3;G633.41
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