本文選題：教師語言態(tài)度 + 主觀反應(yīng)測試��； 參考：《西南交通大學(xué)》2008年碩士論文

【摘要】： 主觀反應(yīng)測試(Subiective Reaction Test)在社會語言學(xué)領(lǐng)域主要用于測試受試者對使用不同語言變體的說話者的主觀反應(yīng)評價,這種評價一定程度上代表了受試者對不同語言變體的語言態(tài)度。本文結(jié)合主觀反應(yīng)測試兩種不同的操作方法——一是控制學(xué)生使用的語言變體使受試教師可能辨別出其語言特征:二是選擇搭配學(xué)生的說話內(nèi)容和寫作材料以組合受試學(xué)生,使組合學(xué)生(Composite students)使用的語言變體成為唯一變量——以揭示教師對組合學(xué)生使用的不同語言變體的整體語言態(tài)度,及具有不同教學(xué)經(jīng)驗和方言背景的教師對其語言變體的具體語言態(tài)度。 本研究設(shè)置8個組合學(xué)生,選擇搭配他們的說話內(nèi)容和作文內(nèi)容,控制如性別,年齡,家庭背景,教育背景等因素,確保其使用的語言變體是受試教師對學(xué)生評價不同的唯一因素。受試教師結(jié)合所聽到的每個學(xué)生的說話內(nèi)容和對應(yīng)的作文根據(jù)二維評價量表上自信度(confidence)和標(biāo)準(zhǔn)度(standardness)給各個學(xué)生打分。根據(jù)表上的打分,可以分析出受試教師對這些學(xué)生的評價,從而揭示出教師對學(xué)生使用的不受四川話影響的普通話和受四川話影響的普通話的語言態(tài)度。 本研究選取在成都11所中學(xué)任教和實習(xí)的100名教師進(jìn)行調(diào)查,采集有效數(shù)據(jù)90個。研究涉及的自變量是兩種漢語言變體:不受四川話影響的普通話和受四川話影響的普通話;因變量是教師給使用不同語言變體的組合學(xué)生的打分;其它社會變量盡量受到控制。研究應(yīng)用二維評價模式量表來收集語言態(tài)度數(shù)據(jù),借助T檢驗驗證數(shù)據(jù)差異顯著性并運用一元方差分析和頻數(shù)分析進(jìn)一步分析數(shù)據(jù)。本研究提出如下問題:一.教師對不受四川話影響的普通話和受四川話影響的普通話的整體態(tài)度如何?教師是否對不受四川話影響的普通話持肯定態(tài)度而對受四川話影響的普通話持否定態(tài)度?二.教師的教學(xué)經(jīng)驗與其語言態(tài)度是否有關(guān)?如有關(guān),教學(xué)經(jīng)驗豐富的教師與教學(xué)經(jīng)驗較少的教師的語言態(tài)度有何區(qū)別?三.教師的方言背景與其語言態(tài)度是否有關(guān)?如有關(guān),有四川話方言背景的教師與沒有四川話方言背景教師的語言態(tài)度有何區(qū)別? 研究結(jié)果表明:一.教師整體對不受四川話影響的普通話持肯定態(tài)度,而對受四川話影響的普通話持否定態(tài)度。二.教師的教學(xué)經(jīng)驗與教師的語言態(tài)度沒有非常顯著的關(guān)系,經(jīng)驗組的教師都對不受四川話影響的普通話持鼓勵態(tài)度,但經(jīng)驗較少的教師的語言態(tài)度相對更肯定,持積極鼓勵態(tài)度。而經(jīng)驗不同的教師均對受四川話影響的普通話持貶低態(tài)度。三.教師的方言背景與教師的語言態(tài)度有顯著關(guān)系。具有四川話方言背景的教師對不受四川話影響的普通話持相對默許的態(tài)度,而對受四川話影響的普通話態(tài)度公正:沒有四川話方言背景的教師對不受四川話影響的普通話持褒揚態(tài)度,對受影響的普通話持貶抑態(tài)度。 在理論應(yīng)用上,本研究拓展了主觀反應(yīng)測試?yán)碚撛谥袊逃I(lǐng)域教師語言態(tài)度研究方面的應(yīng)用,揭示了教師的語言態(tài)度與其教學(xué)經(jīng)驗和方言背景的關(guān)系,證實了具有不同教學(xué)經(jīng)驗和不同方言背景的教師對學(xué)生使用的不受四川話影響的普通話和受四川話影響的普通話持有不同的語言態(tài)度。在研究方法上,本研究為國內(nèi)教師的語言態(tài)度研究提供了數(shù)據(jù)支持,數(shù)據(jù)收集和數(shù)據(jù)分析的方法對從事教師語言態(tài)度研究者具有一定的參考價值。在教學(xué)實踐上,本研究有助于國內(nèi)的教師和學(xué)生更好的理解教師的語言態(tài)度,對其更好地教學(xué)和學(xué)習(xí)都有幫助。
[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.
【學(xué)位授予單位】：西南交通大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2008
【分類號】：H102;G632.4

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本文編號：1949136