人際功能視角下的高中英語教師話語研究
發(fā)布時間：2018-09-15 19:30
【摘要】：教師話語是教師用于指導(dǎo)或組織課堂教學(xué)的課堂語言。教師話語不僅是學(xué)習(xí)者語言輸入的途徑之一,而且是語言課堂的教學(xué)媒介。在課堂語境下,教師話語主要表現(xiàn)在師生互動,這種語言可以引導(dǎo)課堂教學(xué)。目前有關(guān)教師話語的研究多關(guān)注于教師話語的語言特征,而忽略了在課堂語境下,對教師話語的人際功能進(jìn)行研究。本文運(yùn)用韓禮德系統(tǒng)功能語言學(xué)人際功能理論,從語氣與情態(tài)兩個角度分析了教師話語中的人際意義,揭示了高中英語課堂上教師與學(xué)生話語互動的人際功能,目的是為提高教師話語質(zhì)量以及提高高中英語教學(xué)質(zhì)量,同時改善師生關(guān)系并建立平等和諧的課堂氣氛。本文基于自然調(diào)查法進(jìn)行數(shù)據(jù)分析,研究對象是三位來自四川師范大學(xué)附屬中學(xué)的高中英語教師。調(diào)查是在沒有干擾和控制的情況下,首先利用錄音筆分別對兩名教師的閱讀課,一名教師的詞匯課進(jìn)行了記錄。然后將錄音材料轉(zhuǎn)寫成書面資料進(jìn)行分析。依據(jù)韓禮德的人際功能理論,本研究著重從語氣和情態(tài)系統(tǒng)兩個方面分析高中英語課堂上教師話語。在語氣系統(tǒng)中,對人稱代詞和疑問語氣進(jìn)行深入探究;在情態(tài)系統(tǒng)中,對情態(tài)表達(dá)方式進(jìn)行分類排列,從而揭示了教師扮演不同的角色,如協(xié)商者、幫助者以及引導(dǎo)者,并就教師試圖與學(xué)生建立平等和諧師生關(guān)系進(jìn)行了探討。本文研究表明,從教師話語語氣系統(tǒng)的角度來看,人稱代詞的使用反映了教師追求平等師生關(guān)系的教學(xué)理念;基于人際功能理論,在英語課堂語境下教師使用大量的疑問語氣,其目的是用來給予指令、引導(dǎo)學(xué)生,以便更好地組織課堂,揭示了教師試圖在課堂中營造平等和諧的氣氛。從教師話語的情態(tài)體系角度來看,教師扮演不同的角色,如協(xié)商者、幫助者以及引導(dǎo)者,促進(jìn)了平等和諧師生關(guān)系的建立;在課堂上,高頻率出現(xiàn)的教師簡短表揚(yáng),深度問題的引導(dǎo)和學(xué)生積極反饋,十分有利于加深學(xué)生對話題的理解,發(fā)展學(xué)生的創(chuàng)造能力以及提高學(xué)生的交際能力,對于建立和諧友好的師生關(guān)系有重要的作用。
[Abstract]:Teacher talk is the classroom language used by teachers to guide or organize classroom teaching. Teacher talk is not only one of the ways of learners' language input, but also the medium of language classroom teaching. In the classroom context, teacher talk is mainly reflected in teacher-student interaction, which can guide classroom teaching. At present, the research on teacher talk focuses on the linguistic characteristics of teacher talk, but neglects the interpersonal function of teacher talk in classroom context. Using Halliday's theory of interpersonal function in systemic functional linguistics, this paper analyzes the interpersonal meaning in teacher's discourse from the perspective of mood and modality, and reveals the interpersonal function of teacher-student discourse interaction in senior high school English classroom. The aim is to improve the quality of teacher talk and English teaching in senior high school, to improve the teacher-student relationship and to establish an equal and harmonious classroom atmosphere. Based on the data analysis of natural survey, this paper focuses on three senior high school English teachers from Sichuan normal University. In the case of no interference and control, two teachers' reading class and one teacher's vocabulary lesson were recorded by recording pen. The recording material is then transferred to a written document for analysis. Based on Halliday's interpersonal function theory, this study focuses on the analysis of teacher talk in high school English classroom from the aspects of mood and modality system. In the mood system, the personal pronouns and the interrogative mood are deeply explored; in the modal system, the modal expressions are classified and arranged, thus revealing that teachers play different roles, such as negotiator, helper and guide. It also discusses the teacher's attempt to establish an equal and harmonious teacher-student relationship with students. The present study shows that the use of personal pronouns reflects the teaching concept of the teacher's pursuit of equal teacher-student relationship from the perspective of the tone system of teacher discourse, and that teachers use a large number of interrogative tones in the context of English classroom based on the interpersonal function theory. Its purpose is to give instructions, guide students, in order to better organize the classroom, revealing that teachers are trying to create an equal and harmonious atmosphere in the classroom. From the perspective of the modal system of teacher talk, teachers play different roles, such as negotiator, helper and guide, which promote the establishment of equal and harmonious teacher-student relationship. The guidance of deep questions and the positive feedback of students are very helpful to deepen students' understanding of the topic, develop students' creative ability and improve their communicative ability, which plays an important role in establishing a harmonious and friendly teacher-student relationship.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41
本文編號：2244287
[Abstract]:Teacher talk is the classroom language used by teachers to guide or organize classroom teaching. Teacher talk is not only one of the ways of learners' language input, but also the medium of language classroom teaching. In the classroom context, teacher talk is mainly reflected in teacher-student interaction, which can guide classroom teaching. At present, the research on teacher talk focuses on the linguistic characteristics of teacher talk, but neglects the interpersonal function of teacher talk in classroom context. Using Halliday's theory of interpersonal function in systemic functional linguistics, this paper analyzes the interpersonal meaning in teacher's discourse from the perspective of mood and modality, and reveals the interpersonal function of teacher-student discourse interaction in senior high school English classroom. The aim is to improve the quality of teacher talk and English teaching in senior high school, to improve the teacher-student relationship and to establish an equal and harmonious classroom atmosphere. Based on the data analysis of natural survey, this paper focuses on three senior high school English teachers from Sichuan normal University. In the case of no interference and control, two teachers' reading class and one teacher's vocabulary lesson were recorded by recording pen. The recording material is then transferred to a written document for analysis. Based on Halliday's interpersonal function theory, this study focuses on the analysis of teacher talk in high school English classroom from the aspects of mood and modality system. In the mood system, the personal pronouns and the interrogative mood are deeply explored; in the modal system, the modal expressions are classified and arranged, thus revealing that teachers play different roles, such as negotiator, helper and guide. It also discusses the teacher's attempt to establish an equal and harmonious teacher-student relationship with students. The present study shows that the use of personal pronouns reflects the teaching concept of the teacher's pursuit of equal teacher-student relationship from the perspective of the tone system of teacher discourse, and that teachers use a large number of interrogative tones in the context of English classroom based on the interpersonal function theory. Its purpose is to give instructions, guide students, in order to better organize the classroom, revealing that teachers are trying to create an equal and harmonious atmosphere in the classroom. From the perspective of the modal system of teacher talk, teachers play different roles, such as negotiator, helper and guide, which promote the establishment of equal and harmonious teacher-student relationship. The guidance of deep questions and the positive feedback of students are very helpful to deepen students' understanding of the topic, develop students' creative ability and improve their communicative ability, which plays an important role in establishing a harmonious and friendly teacher-student relationship.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41
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