話語標(biāo)記語被看作是成功交流中必不可少的一部分。同樣,話語標(biāo)記語在英語教學(xué)中也發(fā)揮著重要的作用。作為教師話語的關(guān)鍵部分,話語標(biāo)記語對(duì)解釋說明教師的話語有很大的作用,并且,教師合理準(zhǔn)確地使用話語標(biāo)記語能夠使他們的話語更連貫、更容易被理解。然而,相關(guān)研究都集中在話語標(biāo)記語的語用價(jià)值上,而其教學(xué)價(jià)值受到的關(guān)注較少。因此,本研究旨在從以下三個(gè)方面來調(diào)查高中英語教師對(duì)話語標(biāo)記語的感知情況:話語標(biāo)記語的語用價(jià)值、教學(xué)價(jià)值和話語標(biāo)記語的課堂呈現(xiàn)形式。本論文的研究問題有三個(gè):第一、高中英語教師如何看待話語標(biāo)記語的語用價(jià)值和教學(xué)價(jià)值?第二、高中英語教師認(rèn)為話語標(biāo)記語在課堂中應(yīng)如何呈現(xiàn)?第三、在實(shí)際教學(xué)中,高中英語教師是如何呈現(xiàn)話語標(biāo)記語的?本研究采用調(diào)查問卷和訪談兩種研究工具。首先,本研究對(duì)成都某所學(xué)校的20名高中英語教師進(jìn)行問卷調(diào)查,借助SPSS軟件,采用因子分析的方法,從45個(gè)原始變量中提取出7個(gè)因子,并計(jì)算出每個(gè)變量的平均值和標(biāo)準(zhǔn)差,以此來分析教師對(duì)話語標(biāo)記語的感知情況。其次,本研究對(duì)隨機(jī)抽取的6名教師進(jìn)行訪談,梳理了教師對(duì)話語標(biāo)記語的教學(xué)價(jià)值以及課堂呈現(xiàn)形式的看法。研究結(jié)果表明:第一,教師意識(shí)到了...

【文章頁數(shù)】：87 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
ABSTRACT
Chapter One Introduction
    1.1 Research Background
    1.2 Significance of the Research
    1.3 Layout of the Research
Chapter Two Literature Review
    2.1 Two Key Concepts
        2.1.1 The Concept of Perception
        2.1.2 The Concept of Discourse Markers
    2.2 Introduction to Discourse Markers
        2.2.1 Classifications of Discourse Markers
        2.2.2 Characteristics of Discourse Markers
        2.2.3 Functions of Discourse Markers
    2.3 Theoretical Approaches to Discourse Markers
        2.3.1 The Coherence-based Approach
        2.3.2 The Pragmatic Approach
    2.4 Empirical Studies on Discourse Markers
Chapter Three Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Interview
    3.4 Data Collection and Analysis
Chapter Four Results and Discussion
    4.1 Teachers’Perceptions towards the Pragmatic and Pedagogic Value of Discourse Markers
        4.1.1 Pragmatic Value of Discourse Markers
        4.1.2 Dispensable Value of Discourse Markers
        4.1.3 Pedagogic Value of Discourse Markers
    4.2 Teachers’Perceptions towards the Way of the Representation of Discourse Markers in English Classrooms
        4.2.1 Identification with the Native Speaker Norm
        4.2.2 Acceptance of the Local Usage
        4.2.3 Prioritizing Teaching Discourse Markers for Receptive Purposes
    4.3 Teachers’Perceptions towards the Actual Representation of Discourse Markers in English Classrooms
    4.4 Summary of English Teachers’Perceptions towards Discourse Markers for Seven Factors
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Future Study
Bibliography
Appendices
Acknowledgements



本文編號(hào)：3805630