本文選題：學(xué)生視角 + 教師批評話語��； 參考：《上海外國語大學(xué)》2012年博士論文

【摘要】：《學(xué)生視角的中國教師批評話語的功能-語用研究》通過問卷調(diào)查收集語料，采用語料庫分析方法研究具有中國特色的教師批評話語，透視師生的價值取向，情感態(tài)度，教育教學(xué)狀況，關(guān)注和評價教師主體和學(xué)生主體，關(guān)注社會和教育的改革與發(fā)展。 全文共有七章。第一章引言簡要概述教師批評話語在國內(nèi)外的研究現(xiàn)狀，及意義和目的等。第二章闡釋該研究理論框架，突出系統(tǒng)功能語言學(xué)與批評語用學(xué)各自的優(yōu)勢及相互之間的互補性，兩者合力對該研究的必要性和重要性。第三章闡釋了問卷調(diào)查和語料收集及處理分析，歸納總結(jié)列出了10個A與C類詞語對照表，為后面章節(jié)進行功能-語用分析提供翔實的數(shù)據(jù)和文字資料，，為建構(gòu)積極批評話語模式作強有力的支撐。第四章對A類教師批評話語和C類學(xué)生修改的批評話語進行功能分析與比較。①在概念功能部分，重點研究語場和及物性的三個過程：物質(zhì)、心理和關(guān)系過程，從而透視語言背后所隱藏的態(tài)度、價值觀念和意識形態(tài)等方面意義，揭示教學(xué)、教育等社會問題。②注重研究教師批評話語中體現(xiàn)人際意義的評價資源。重點分析顯性或隱性、積極或消極、主觀或客觀情感、判定或鑒賞在兩類不同批評話語中的趨勢。分析研究情態(tài)、語氣、評價詞匯的級差，區(qū)別它們對實現(xiàn)人際意義所發(fā)揮的不同功能。③觀察批評話語構(gòu)篇中銜接詞，以及主位和述位的不同選擇如何突顯、強調(diào)或弱化話語信息�；诘谒恼抡Z篇分析發(fā)現(xiàn)的批評話語特點，第五章把他們簡單劃分為直言、反語、夸張和低調(diào)陳述四種基本語氣類型，并對此語言現(xiàn)象進行了批評語用研究分析。語料研究表明，學(xué)生較傾向于用低調(diào)陳述評價。在第六章中，通過觀察比較分析大量基于語料庫處理的A與C類的批評話語實例，進行功能-語用分析，比較真實和客觀地反映和揭示社會、教育、教學(xué)問題。同時，作者采取積極的姿態(tài)，提出解決問題的建議和措施：制定“四性”評價原則，并根據(jù)評價原則構(gòu)建教師積極批評話語模式。第七章對研究結(jié)果進行了概述，突出了該研究的創(chuàng)新點，論及了理論與實踐啟示、該研究局限以及后續(xù)研究展望。 該研究和現(xiàn)有的教師批評話語研究成果相比，具有以下幾個方面的創(chuàng)新點： 1）本論文采用學(xué)生視角，探討中國的一種教書育人方式，即批評教育方式。通過調(diào)查問卷收集學(xué)生記憶中最為深刻或影響最大的教師批評話語（A類）和學(xué)生改寫不當?shù)慕處熍u話語（C類），使用ICTCLAS12011分詞，Wordsmith4.0制作詞表，經(jīng)語料數(shù)據(jù)統(tǒng)計分析，找出學(xué)生最不喜歡的教師批評話語的言語特征和學(xué)生所期盼的教師批評話語的言語特征，尤其對一些隱性的批評言語構(gòu)式（學(xué)生極為反感而老師沒有意識到）進行了揭示。 2）融合系統(tǒng)功能語言學(xué)和語用學(xué)的理論與方法研究教師批評話語。利用系統(tǒng)功能語言學(xué)在語篇分析上的優(yōu)勢，對經(jīng)語料處理的兩類批評話語進行概念、人際、語篇功能互文分析，據(jù)實客觀得出恰當與失當?shù)慕處熍u話語的典型特征，并探析其折射的問題和引發(fā)的思考。利用語用學(xué)在探析語言使用者和接受者方面的優(yōu)勢，針對A與C類的言語特征及其出現(xiàn)的一些變異進行批評語用闡釋，從而補充和深化教師批評話語研究。以豐富的例證表明批評話語語類因語域不同而有差異，批評者需根據(jù)體裁、目的、場合、對象變通選擇話語。 3）基于學(xué)生反映出的教師批評話語的問題，制定了“四性”（針對性、導(dǎo)向性、多樣性、得體性）評價原則，構(gòu)建了積極批評話語模式（非人格化方式、辯證方式、修正方式、積極正面方式、委婉低調(diào)方式、自省方式和啟迪式），指導(dǎo)人們正確認知、調(diào)控、有效運用批評。 今后我們還可在批評話題上做更多研究，比如中西教師批評話語對比研究等等。作者表示教育工作者需要以積極的態(tài)度對待各種社會、教育問題，擔(dān)負起義不容辭的社會教育責(zé)任。作者期望人們善于批評和樂意接受批評，借助批評的智慧和力量促進個人和社會的發(fā)展與進步。借鑒西方批評文化的長處，革除中國批評文化的弊端，大大弘揚中國批評文化的智慧和寶貴經(jīng)驗。
[Abstract]:"Functional pragmatics research of Chinese teachers' critical discourse in the perspective of students". Through a questionnaire survey, a corpus is collected and corpus analysis is used to study teachers' critical discourse with Chinese characteristics. The value orientation of teachers and students, emotional attitude, education and teaching status, attention and evaluation of the subject of teachers and students, and the reform of society and education are concerned. With the development of leather.
The full text has seven chapters. The first chapter is a brief introduction to the research status of teacher critical discourse at home and abroad, and its significance and purpose. The second chapter explains the theoretical framework of the research, and highlights the advantages and mutual complementarity between the systematic functional linguistics and the critical pragmatics, and the necessity and importance of the combination of the two and the third chapters. This paper explains the questionnaire survey and the analysis of corpus collection and processing, summarizes and lists 10 A and C words contrast tables, which provides full and accurate data and text information for the functional pragmatic analysis in the later chapters, and makes a strong support for the construction of the positive critical discourse model. The fourth chapters criticize the critical discourse of class A teachers and the students of class C. The functional part of the language is analyzed and compared. (1) in the functional part of the concept, it focuses on the three processes of the language field and transitivity: the process of material, psychology and relation, thus the perspective of the attitude hidden behind the language, the significance of values and ideology, and the social problems of teaching and education. It focuses on the analysis of the dominant or recessive, positive or negative, subjective or objective emotions, determining or appreciating the trends in the two categories of critical discourse. Analysis of the modality, mood, evaluation of the difference in vocabulary, and the difference in their functions for the realization of interpersonal meaning. The different choices of the theme and the rheme can highlight, emphasize or weaken the discourse information. Based on the characteristics of the critical discourse found in the fourth chapter of discourse analysis, the fifth chapter divides them into four basic types of tone, namely, direct speech, irony, hyperbole and understatement, and the analysis of the linguistic phenomenon. In the sixth chapter, in the sixth chapter, by comparing and analyzing a large number of examples of the critical discourse based on the corpus of corpus based on the observation and comparison, the functional pragmatic analysis is carried out to reflect and reveal the problems of society, education and teaching in a more real and objective way. At the same time, the author takes a positive attitude and puts forward some suggestions and measures to solve the problem. The principle of "four sex" evaluation is formulated and the teacher's positive criticism discourse model is constructed according to the principle of evaluation. The seventh chapter outlines the results of the study, highlights the innovation of the research, discusses the Enlightenment of theory and practice, the limitations of the research and the prospect of follow-up research.
Compared with the existing research results of teacher critical discourse, the research has the following innovations:
1) this paper uses the students' perspective to explore a way of teaching and educating people in China, that is, the way of criticism education. Through the questionnaire, the most profound and most influential teachers' Critical Discourse (a) and the improper teacher critical discourse (class C) in the students' memory are collected, and the ICTCLAS12011 participle, the Wordsmith4.0 word list, and the corpus data are made. A statistical analysis is made to find out the language features of the teacher's critical discourse and the language characteristics of the teacher's critical discourse, which the students most dislike.
2) combine the theory and method of functional linguistics and pragmatics to study teachers' critical discourse. Using the advantages of systemic functional linguistics in discourse analysis, the concept, interpersonal and textual functional intertextuality of the two types of critical discourse processed by the corpus are analyzed. This paper analyzes the problem of its refraction and the thought that it initiating. By using pragmatics to analyze the advantages of language users and receivers, this paper makes a critical pragmatic interpretation of the speech features of A and C and some of the variations in their appearance, so as to supplement and deepen the study of teachers' critical discourse. In contrast, critics need to adapt their choice of discourse according to genre, purpose, occasion and object.
3) based on the problem of teacher critical discourse reflected by the students, the principle of "four sex" (pertinence, orientation, diversity, appropriateness) was formulated, and a positive critical discourse model (non personification, dialectics, correction, positive and positive, euphemistic and low-key, introspection and Enlightenment) was constructed to guide people to know correctly. Control and use criticism effectively.
In the future, we can do more research on the topic of criticism, such as the comparative study of Chinese and western teachers' critical discourse, and so on. The author indicates that educators need to take a positive attitude towards all kinds of society, education, and responsibility for social education. The author expects people to be good at criticizing and accepting criticism, with the help of criticism. Wisdom and strength promote the development and progress of individual and society, draw lessons from the strengths of Western criticism culture, and remove the malpractice of Chinese criticism culture, and greatly promote the wisdom and valuable experience of Chinese criticism culture.

【學(xué)位授予單位】：上海外國語大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2012
【分類號】：H13;G40-05

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