基于禮貌原則的初中英語教師課堂話語分析
發(fā)布時間：2018-07-16 11:34
【摘要】：教師話語是課堂教學(xué)的重要組成部分,課堂教學(xué)的成敗很大程度上取決于教師話語的質(zhì)和量(Hakansson,1986)。英語課堂離不開言語交際,而禮貌是人們在日常言語交際中遵守的一個重要原則。因此,教師課堂禮貌策略的合理運(yùn)用對課堂教學(xué)有重要影響。本文依據(jù)BrownLevinson的禮貌理論和Leech的禮貌原則,通過對初中英語教師和初中生的課堂觀察、師生問卷調(diào)查、師生訪談,并運(yùn)用Excel 2010進(jìn)行數(shù)據(jù)分析,試圖分析初中英語教師課堂話語中禮貌策略的運(yùn)用情況,發(fā)現(xiàn)禮貌策略使用中存在的問題,指出男女教師禮貌策略使用中存在的差異,并探討教師禮貌策略的使用對學(xué)生學(xué)習(xí)的影響。研究發(fā)現(xiàn):(1)教師運(yùn)用的禮貌策略主要分布在課堂問候語、指令語、提問語、評價與反饋語中。在問候語中,教師常用較為簡單的問候語;在指令語中,教師常用祈使句+please,let’s+do等;在提問語中,教師將學(xué)生輪流或集體回答、重復(fù)問題、簡化和解釋問題等手段作為禮貌策略;在評價與反饋語中,教師常用表示感謝的語言、重復(fù)學(xué)生答案表贊同、老師表揚(yáng)學(xué)生等。(2)教師課堂話語中禮貌策略的運(yùn)用存在一些問題,如:教師常常使用直接強(qiáng)硬的指令語、教師評價語缺乏針對性等。(3)男女教師禮貌策略的運(yùn)用雖存在差異,但并不明顯。(4)教師合理地運(yùn)用禮貌策略對學(xué)生知識與技能的學(xué)習(xí)、學(xué)習(xí)策略的掌握、情感態(tài)度、文化意識的培養(yǎng)等有促進(jìn)作用,并有助于教師課堂教學(xué)的順利完成。本文展示了初中英語教師課堂禮貌策略的運(yùn)用情況,為廣大初中英語一線教師提供一些啟示與建議。希望初中英語教師能夠更多地關(guān)注課堂話語的禮貌性,在實(shí)際教學(xué)中能夠合理地運(yùn)用禮貌策略,以此來營造和諧的課堂氛圍,增強(qiáng)學(xué)生自信心,提高學(xué)生學(xué)習(xí)積極性,激發(fā)學(xué)生的禮貌意識。
[Abstract]:Teacher talk is an important part of classroom teaching. The success or failure of classroom teaching depends to a great extent on the quality and quantity of teacher talk (Hakansson1986). English classroom is inseparable from verbal communication, and politeness is an important principle in daily verbal communication. Therefore, the rational use of classroom politeness strategies has an important impact on classroom teaching. Based on Brown Levinson's politeness theory and Leech's politeness principle, this paper analyzes the data of junior high school English teachers and junior high school students through classroom observation, questionnaire survey, interviews with teachers and students, and data analysis by Excel 2010. This paper attempts to analyze the use of politeness strategies in the classroom discourse of junior middle school English teachers, find out the problems existing in the use of politeness strategies, and point out the differences in the use of politeness strategies between male and female teachers. The influence of teachers' politeness strategies on students' learning is also discussed. The main findings are as follows: (1) the politeness strategies used by teachers are mainly distributed in classroom greeting, instruction, questioning, evaluation and feedback. In greeting, teachers often use simpler greetings; in instruction, teachers often use imperative sentences such as pleaseyletsdo; in questions, teachers take turns or answer questions in groups, repeating questions. Simplification and explanation of questions are used as politeness strategies; in evaluation and feedback, teachers often use words of gratitude, repetition of students' answers to agree, teachers praise students, etc. (2) there are some problems in the use of politeness strategies in teachers' classroom discourse. For example, teachers often use direct and strong commandments, and teachers' appraisals lack pertinence. (3) although there are differences in the use of politeness strategies between male and female teachers, the use of politeness strategies is not obvious. (4) Teachers use politeness strategies reasonably to learn students' knowledge and skills. The mastery of learning strategies, emotional attitude and cultural awareness are helpful to the successful completion of teachers' classroom teaching. This paper presents the application of classroom politeness strategies for junior middle school English teachers, and provides some enlightenment and suggestions for the majority of junior middle school English teachers. It is hoped that the junior middle school English teachers can pay more attention to the politeness of classroom discourse and use politeness strategies in practical teaching so as to create a harmonious classroom atmosphere, enhance students' self-confidence and improve their enthusiasm for learning. Arouse students' politeness consciousness.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.41
[Abstract]:Teacher talk is an important part of classroom teaching. The success or failure of classroom teaching depends to a great extent on the quality and quantity of teacher talk (Hakansson1986). English classroom is inseparable from verbal communication, and politeness is an important principle in daily verbal communication. Therefore, the rational use of classroom politeness strategies has an important impact on classroom teaching. Based on Brown Levinson's politeness theory and Leech's politeness principle, this paper analyzes the data of junior high school English teachers and junior high school students through classroom observation, questionnaire survey, interviews with teachers and students, and data analysis by Excel 2010. This paper attempts to analyze the use of politeness strategies in the classroom discourse of junior middle school English teachers, find out the problems existing in the use of politeness strategies, and point out the differences in the use of politeness strategies between male and female teachers. The influence of teachers' politeness strategies on students' learning is also discussed. The main findings are as follows: (1) the politeness strategies used by teachers are mainly distributed in classroom greeting, instruction, questioning, evaluation and feedback. In greeting, teachers often use simpler greetings; in instruction, teachers often use imperative sentences such as pleaseyletsdo; in questions, teachers take turns or answer questions in groups, repeating questions. Simplification and explanation of questions are used as politeness strategies; in evaluation and feedback, teachers often use words of gratitude, repetition of students' answers to agree, teachers praise students, etc. (2) there are some problems in the use of politeness strategies in teachers' classroom discourse. For example, teachers often use direct and strong commandments, and teachers' appraisals lack pertinence. (3) although there are differences in the use of politeness strategies between male and female teachers, the use of politeness strategies is not obvious. (4) Teachers use politeness strategies reasonably to learn students' knowledge and skills. The mastery of learning strategies, emotional attitude and cultural awareness are helpful to the successful completion of teachers' classroom teaching. This paper presents the application of classroom politeness strategies for junior middle school English teachers, and provides some enlightenment and suggestions for the majority of junior middle school English teachers. It is hoped that the junior middle school English teachers can pay more attention to the politeness of classroom discourse and use politeness strategies in practical teaching so as to create a harmonious classroom atmosphere, enhance students' self-confidence and improve their enthusiasm for learning. Arouse students' politeness consciousness.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.41
【相似文獻(xiàn)】
相關(guān)期刊論文 前10條
1 孫杰;王運(yùn)武;趙興龍;;課堂話語分析初探[J];現(xiàn)代教育技術(shù);2010年09期
2 朱巧蓓;;基于課堂話語的教師角色探討[J];咸寧學(xué)院學(xué)報;2011年02期
3 彭靜;;國內(nèi)二十年課堂話語分析研究綜述[J];宜春學(xué)院學(xué)報;2013年04期
4 王紅毅;楊柳;;反思教師課堂話語促進(jìn)教師專業(yè)發(fā)展的研究[J];瘋狂英語(教師版);2013年04期
5 高桂平;;信息化環(huán)境下的課堂話語分析方法及應(yīng)用[J];中國科教創(chuàng)新導(dǎo)刊;2014年08期
6 咸修斌;孫曉麗;;自然模式亦或教學(xué)模式——基于大學(xué)英語優(yōu)秀教師課堂話語語料的分析[J];外語與外語教學(xué);2007年05期
7 時常s，
本文編號：2126258
本文鏈接：http://sikaile.net/zhongdengjiaoyulunwen/2126258.html
最近更新
教材專著
