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英语作为外语的课堂问答话语语用研究
作 者: 傅利
导 师: 何兆熊
学 校: 上海外国语大学
专 业: 英语语言文学
关键词: 语境 言语行为 人际修辞 问-答话语 英语作为外语的课堂教学
分类号: H319
类 型: 博士论文
年 份: 2007年
下 载: 2362次
引 用: 2次
阅 读: 论文下载
内容摘要
英语课堂教学需要很多语言交流活动,即课堂言语互动。课堂教学的言语互动主要体现在师生言语互动上,而这种言语互动又往往通过问与答的形式来完成。本论文在运用话语分析的相关理论对课堂问答话语进行静态研究的同时,重点运用语用学的主要理论,诸如言语行为、语用前提、合作原则、礼貌原则等,对英语作为外语的课堂问答话语进行了动态研究。语用学研究的是特定语境中的特定话语。在外语课堂教学这一具体语境中,教师的话语角色与他们的社会角色既相一致又相矛盾,这种矛盾统一在问答话语中得到充分的体现。一方面教师通过提问、反馈控制课堂话语和话轮;另一方面教师采用很多礼貌言语策略,鼓励学生参与课堂互动。在对课堂问答话语的理解与阐述上,英语作为外语的教学语境起着至关重要的作用。言语行为理论为课堂问答话语实施不同功能提供了理论依据。提问可以使言成功有所为,即通过说出(言内行为)“提问”(次要言外行为)这一言语,间接发出指令(主要言外行为),使听话人按照指令行事(提问的言后行为);“回答”(言内行为),如解释、造句、朗读等(言外行为),同样是按照提问的间接指令在以言行事,满足提问不同的语用前提,达到提问以言致效的结果。在课堂回答话语中,师生均有违背合作原则的言语。教师违反数量准则,提供比问题所要求更详尽的话语是在利用回答增加言语输入;学生对数量准则、质量准则、关联准则或方式准则的违反,源于语言知识或技能的欠缺。在礼貌原则方面,师生也有许多与社会角色相脱离、与礼貌原则相悖的言语现象。这种对礼貌原则的违反,在课堂教学语境下有助于完成教学任务。在讨论了课堂提问的八种形式、五种功能和回答的三种类型后,我们认为受课堂语境制约,学生作出的非期待回答、零回答与期待回答一样都对教学具有反馈意义。课堂问答话语除了在交流信息、维持人际关系上互相配合外,还在实施启发、检查、操练等教育功能和求知、解惑等探索功能方面相互作用。本研究根据真实、自然的课堂语料,总结了六种课堂问-答话语结构,并分别对启始、回应、反馈话目进行了考察,认为IRF是课堂问-答话语的基本结构,其余四种(除IR结构外)结构是IRF结构的扩展结构。本研究综合运用了话语分析和语用学两门学科的相关理论,采用定性分析的方法,以两种课型课堂教学语料为素材,对课堂问答话语进行了从静态到动态的实证研究,揭示了EFL教学中问与答言语互动的真实情况。论文从教师的权威性与学生的自主性,提高学生话语输出的质量与数量,反馈话目对学生学习动机和言语准确性的作用,以及培养学生语用能力四个方面讨论了问答话语互动对EFL教学的指导作用。这些结合英语教学实际的建议性意见将会对我国的英语教学有很大的指导意义。
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全文目录
Acknowledgements 5-7 Abstract 7-9 中文摘要 9-16 Chapter 1 Introduction 16-22 1.1 Objectives of the Present Study 17 1.2 Rationale for the Present Study 17-18 1.3 Methodology and Data for the Present Study 18-20 1.3.1 Methodology 18-19 1.3.2 Data collection 19 1.3.3 Data description 19-20 1.3.4 Limitations in data collection 20 1.4 Organization of the Dissertation 20-22 Chapter 2 Literature Review 22-42 Introduction 22 2.1 Discourse Analysis 22-27 2.1.1 Early attempts 22-23 2.1.2 Sociological approach 23-25 2.1.3 Sociolinguistic approach 25-27 2.2 Critical Discourse Analysis 27-32 2.2.1 Discourse as power/knowledge 28-29 2.2.2 Discourse as social practice 29-30 2.2.3 Discourse as (re)production of dominance 30-31 2.2.4 Critique 31-32 2.3 Classroom Discourse Analysis 32-40 2.3.1 Hierarchical rank model 33-34 2.3.2 Instructional phase 34-35 2.3.3 Language classroom research 35-36 2.3.4 Critical analysis of classroom discourse 36-38 2.3.5 Classroom question and answer research 38-40 Conclusion 40-42 Chapter 3 Pragmatic Theories for the Present Study 42-64 Introduction 42 3.1 Context 42-46 3.1.1 What is context? 42-43 3.1.2 The context-bound study 43-45 3.1.3 The context-bound discourse 45-46 3.2 Speech Act Theory 46-54 3.2.1 Speech acts 46-47 3.2.2 Illocutionary acts 47-48 3.2.3 Questions and answers as illocutionary acts 48-51 3.2.4 Questions as indirect directives 51-52 3.2.5 Questions and answers as indirect speech acts 52-54 3.3 Interpersonal Rhetoric 54-62 3.3.1 Cooperative principle (CP) 55-56 3.3.2 Politeness principle (PP) 56-59 3.3.3 Questions as face-threatening acts? 59-60 3.3.4 Answers and silence as face-losing acts? 60-62 Conclusion 62-64 Chapter 4 Questions in the EFL Classroom 64-90 Introduction 64 4.1 Forms of Questions 64-73 4.1.1 General questions 65-66 4.1.2 Special questions 66-67 4.1.3 Alternative questions 67-68 4.1.4 Disjunctive questions 68-69 4.1.5 Rhetorical questions 69-70 4.1.6 Declarative and imperative questions 70-71 4.1.7 Shortened forms of questions 71-73 4.2 Functions of Questions 73-84 4.2.1 Informative function 74-75 4.2.2 Interpersonal function 75-77 4.2.3 Directive function 77-78 4.2.4 Instructive function 78-83 4.2.5 Exploratory function 83-84 4.3 Features of Teacher’s Questions 84-88 4.3.1 Reiteration of questions 84-85 4.3.2 Simplification of questions 85-86 4.3.3 Clustering of questions 86-87 4.3.4 Self-answering of questions 87-88 Conclusion 88-90 Chapter 5 Answers in the EFL Classroom 90-108 Introduction 90 5.1 Criteria for the Classification of Answers 90-94 5.1.1 Adjacency pair 90-91 5.1.2 Pragmatic presupposition 91-94 5.1.3 Cooperative principle 94 5.2 Preferred Second Pair Part 94-97 5.2.1 Adequate answers 95-96 5.2.2 Excessive answers 96-97 5.3 Dispreferred Second Pair Part 97-101 5.3.1 Deficient answers 98-99 5.3.2 Incorrect answers 99-100 5.3.3 Indirect answers 100-101 5.4 Zero Second Pair Part 101-105 5.4.1 Silence and void of action 102-103 5.4.2 Examination of silence 103-105 Conclusion 105-108 Chapter 6 Question-Answer Structures in the EFL Classroom 108-134 Introduction 108 6.1 Instructional Interaction 108-111 6.1.1 Institutional talk and ordinary talk 108-109 6.1.2 Institutional interaction and classroom interaction 109-111 6.1.3 Teacher’s domination of turn-taking 111 6.2 Question-Answer Structures 111-119 6.2.1 Initiation-Response 113 6.2.2 Initiation-Response-Feedback 113-114 6.2.3 Initiation-Response1/Initiati0112-Feedback/Response2 114-115 6.2.4 Initiation-Response-Feedback/I_2-(R_2-F_2/I_3…) 115-117 6.2.5 Initiation-Response (-I_2-R_2…)-Feedback_n 117-118 6.2.6 Initiation-Response-Feedback -(R_2…F_n) 118-119 6.3 Examination of the Question-Answer Structures 119-123 6.3.1 The IRF structure 120 6.3.2 Examination of the initiation 120-121 6.3.3 Examination of the response 121 6.3.4 Examination of the feedback 121-122 6.3.5 Extension of the IRF structure 122-123 6.4 Repairs in the Question-Answer Discourse 123-131 6.4.1 Intra-sentence repairs 124-125 6.4.2 Intra-turn repairs 125-126 6.4.3 Inter-turn self-initiated other-repairs 126-127 6.4.4 Inter-turn other-initiated other-repairs 127-128 6.4.5 Tri-turn repairs 128-130 6.4.6 Examination of the repairs 130-131 Conclusion 131-134 Chapter 7 Conclusion 134-146 Introduction 134 7.1 Limitations in the Study 134-135 7.2 Summary of the Study 135-138 7.3 Implications for EFL Teaching 138-144 7.3.1 The role relationship between teacher and student 138-140 7.3.2 The increase of student’s talk 140-141 7.3.3 The functions of feedback 141-142 7.3.4 The development of students’pragmatic competence 142-144 7.4 Suggestions for Future Research 144-146 Bibliography 146-154 Appendices 154-162
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