本文選題：機(jī)構(gòu)話語 + 教育話語��； 參考：《北京外國語大學(xué)》2016年博士論文

【摘要】：作為機(jī)構(gòu)話語具體類型之一,教育話語的研究具有多學(xué)科交叉的特征,教育學(xué)、語言學(xué)、社會學(xué)、心理學(xué)等學(xué)科的研究方法均可被借鑒用來研究教育話語。教育話語在教育機(jī)構(gòu)實(shí)現(xiàn)其核心目的“將未成年人社會化”這一過程中發(fā)揮著主要功能：知識傳授功能、社會行為規(guī)范培養(yǎng)功能和社會價值觀念植入功能。從語言學(xué)角度,具體來說,從社會語言學(xué)和語用學(xué)的角度研究教育話語,目的在于通過分析語言來闡明教育話語是如何執(zhí)行上述功能的,進(jìn)一步講,通過對教育話語的分析來揭示實(shí)現(xiàn)教育機(jī)構(gòu)核心目的過程中的話語方式。目前學(xué)界對教育話語的研究集中在教育學(xué)領(lǐng)域?qū)暧^教育話語的探討和語言學(xué)領(lǐng)域?qū)φn堂話語,尤其是外語課堂師生話語的研究,對課堂之外的課外活動及其課外活動情景中的教育話語的語言學(xué)研究相對空缺�；诖�,本論文以課外活動情景話語為研究對象,以機(jī)構(gòu)話語分析為研究方法,進(jìn)行機(jī)構(gòu)話語具體類型——教育話語的分析。機(jī)構(gòu)話語理論為本論文提供了理論框架,語用學(xué)是本論文進(jìn)行話語分析的具體工具。教育話語具有不同于其他機(jī)構(gòu)話語類型的機(jī)構(gòu)特征,而構(gòu)成教育話語的課外活動情景話語和課堂互動話語因話語主體身份與角色的變化、具體話語目的的不同也表現(xiàn)出一系列的差異。論文采用定性描寫法、定量分析法、語用分析法、對比研究法,對課外活動情景話語中話語主體身份與角色的話語表現(xiàn)、對話結(jié)構(gòu)、話語規(guī)則、語用策略進(jìn)行了較為全面、細(xì)致、深入的研究。論文由緒論、五章主要內(nèi)容和結(jié)語組成。緒論部分概述國內(nèi)外學(xué)界對機(jī)構(gòu)話語、教育話語的研究概況,并對論文的選題動機(jī)、研究對象、研究任務(wù)、研究方法、語料來源、創(chuàng)新與價值進(jìn)行概述。第一章闡述論文的理論基礎(chǔ),包括話語理論和俄羅斯機(jī)構(gòu)話語研究模式與方法。第二章在機(jī)構(gòu)話語視角下描述教育話語、課外活動情景話語的機(jī)構(gòu)性特征。第三章從稱謂方式、言語行為類型兩個典型特征入手,分析課外活動情景話語主體身份與角色的話語表現(xiàn)。第四章探討課外活動情景話語的整體結(jié)構(gòu)特征、對話結(jié)構(gòu)特征以及話輪轉(zhuǎn)換特征。第五章研究教育話語目的制約下課外活動情景話語的規(guī)則(典型的言語行為、儀式性話語、話語公式)及其話語策略(主要策略：組織策略、評價策略、促進(jìn)策略、調(diào)節(jié)策略)。結(jié)語部分對論文進(jìn)行總結(jié),并指出研究的不足與局限之處。研究結(jié)論為：1.俄羅斯以B.И.Карасик為代表的學(xué)者所提出的機(jī)構(gòu)話語理論與研究模式對于機(jī)構(gòu)話語各種具體類型的研究具有普遍意義,為國內(nèi)機(jī)構(gòu)話語的研究提供了新的視角與方法。2.同其他機(jī)構(gòu)話語相比,教育話語具有一系列獨(dú)特的機(jī)構(gòu)特征；作為不同的教育、教學(xué)活動情景中的話語,課外活動情景話語和課堂互動話語有著彼此獨(dú)立的話語方式。3.課外活動情景中,兩大話語主體——教師與學(xué)生其身份與角色的話語表現(xiàn)有以下特征：(1)師生話語角色為主,機(jī)構(gòu)角色為輔；(2)師生話語權(quán)力不對等程度縮��；(3)師生話語角色對其話語方式、話語權(quán)力具有制約作用。4.課外活動情景話語在結(jié)構(gòu)層面的特征有：(1)整體結(jié)構(gòu)上比課堂互動話語更具有多樣化；(2)對話以多人互動結(jié)構(gòu)為主；(3)話輪轉(zhuǎn)換過程中學(xué)生選擇權(quán)大于課堂互動。5.受具體目的制約,課外活動情景中言語行為模式與話語規(guī)則均不同于課堂互動；話語策略層面,以組織策略、評價策略、促進(jìn)策略、調(diào)節(jié)策略為主。本論文的研究結(jié)論為教育話語的研究提供了社會語言學(xué)和語用學(xué)的方法論基礎(chǔ),尤其為課外活動的研究提供了語言學(xué)的闡釋。本論文同時為機(jī)構(gòu)話語的其他具體類型的研究提供了參考。
[Abstract]:As one of the specific types of institutional discourse, discourse of education has the characteristics, interdisciplinary education, linguistics, sociology, psychology and other disciplines research methods can be used for reference to study education discourse. It plays a major function of education discourse to realize the core purpose of "minor social institutions" in this process function: knowledge, function and social value function training social behavior. Implantation from the perspective of linguistics, specifically, research of educational discourse from the perspectives of social linguistics and pragmatics, aims to further through the analysis of language to clarify educational discourse is how to implement the above functions, and to reveal the process of fulfilling the core goal of educational institutions the mode of discourse through the analysis of the educational discourse. At present the research of pedagogy discourse circles focus on the educational field of macro education. The discussion of language and Linguistics of classroom discourse, especially the study of foreign language classroom discourse, linguistic research education discourse on the outside of the classroom activities and extracurricular activities in the context of the relative gap. Based on this, this paper takes extracurricular activities situational utterances as the research object, the mechanism of discourse analysis as the research method of institutional discourse specific types of analysis of educational discourse. Institutional discourse theory provides a theoretical framework for this thesis, pragmatics is the specific tool for discourse analysis. Educational discourse is different from the characteristics of institutions other institutional discourse types, consisting of extracurricular activities and interactive classroom situational discourse discourse education discourse because of changes in the discourse subject identity and role the specific purpose of the different discourse also showed a series of differences. This thesis adopts the qualitative description method, quantitative analysis, pragmatic analysis , comparative research method, discourse representation, the discourse subject of extracurricular activities in the discourse of situational identity and role of the dialogue structure, discourse rules, pragmatic strategy for a more comprehensive, detailed and in-depth research. The dissertation consists of preface, five chapters and epilogue. The main contents of the introduction are the domestic and foreign scholars on the mechanism of discourse. Study on educational discourse, and the motivation of the research, research object, research tasks, research methods, data sources, summarizes the innovation and value. The first chapter expounds the theoretical foundation of the thesis, including the theory of discourse and discourse modes and methods of Russian agencies. The second chapter describes the educational discourse in institutional discourse from the perspective of institutional characteristics situational discourse extracurricular activities. In the third chapter, from the title, with two typical characteristics of speech act types, discourse analysis of extracurricular activities situational discourse subject identity and role of the fourth chapter. To explore the overall structural characteristics of extracurricular activities situational discourse, dialogue structure and turn taking features. The fifth chapter studies the education goal of discourse under the restriction of extracurricular activities rules (situational utterances of speech act, typical ritual of discourse, discourse and discourse strategies (formula) main strategy: organization strategy, evaluation strategy, promotion strategy, regulating strategy). The conclusion part summarizes the thesis, and points out the deficiencies and limitations of the research. The research conclusions are as follows: 1.. B. for Russia to have the universal significance of kappa alpha, kappa. C me as the representative of the scholars have put forward institutional discourse theories and research models for specific types of institutional discourse, provides a perspective of.2. a new method with other institutional discourse study than for domestic institutional discourse and educational discourse has a series of unique characteristics of institutions; as different education, teaching activities in the context of Discourse, extracurricular activities and interactive classroom discourse discourse scenarios with independent discourse.3. extracurricular activities in the context of discourse, the performance of the two discourse subject -- teachers and students of their identity and role has the following features: (1) teachers discourse role, institutional role as a supplement; (2) teachers and students discourse power asymmetry degree reduced; (3) teachers and students on the discourse roles of discourse, discourse power can restrict.4. extracurricular activities situational discourse in the feature structure level: (1) the overall structure is more diversified than the classroom discourse; (2) dialogue on the multiplayer structure; (3) turn during the school choice right above the classroom interaction by.5. specific objective constraints, extracurricular activities in the context of a speech act model and discourse rules are different from the classroom interaction; discourse strategies, organization strategy, promotion strategy, evaluation strategy, adjustment Festival strategy. The conclusion of this paper provides a method of sociolinguistics and pragmatics of discourse on the basis of education, especially provides linguistics research for extracurricular activities. This thesis also studies other specific types of institutional discourse provides a reference.

【學(xué)位授予單位】：北京外國語大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2016
【分類號】：H030
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本文編號：1762084