本文關(guān)鍵詞：基于語言順應(yīng)論的初中英語課堂中教師身份建構(gòu)的個案研究　出處：《中北大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

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【摘要】：一直以來,英語課堂教學(xué)就是一個非常熱門的話題,越來越受到眾多學(xué)者和教育者的關(guān)注。有許多研究針對英語課堂教學(xué),試圖從不同的角度出發(fā),分析各種教學(xué)方法對于提高英語課堂教學(xué)質(zhì)量的作用。近年來,有學(xué)者提出教師身份在課堂教學(xué)中起到非常重要的作用,并重點(diǎn)研究教師在英語課堂上的話語特點(diǎn),將會話分析、語碼轉(zhuǎn)換或話輪轉(zhuǎn)換等理論作為切入點(diǎn)。然而,從語言順應(yīng)理論角度出發(fā)研究教師身份建構(gòu)問題的文獻(xiàn)卻比較少。并且,學(xué)者們大多將研究對象定位到高中或者大學(xué)英語老師,但是對于初中英語老師的身份建構(gòu)關(guān)注卻很少。初中英語教學(xué)作為英語課堂教學(xué)中最為基礎(chǔ)的階段,也應(yīng)該被納入研究范圍。本文采用個案研究,以山西省原平市實(shí)達(dá)中學(xué)的四名英語老師為研究對象,運(yùn)用課堂觀察法和訪談法,對四名初中英語老師所教授的四個班級進(jìn)行了為期5個月的調(diào)查研究,將課堂活動中的話語和訪談內(nèi)容用手機(jī)以錄音的方式記錄下來,并挑選其中典型的、具有代表性的一部分音頻,將之轉(zhuǎn)寫成文本。文章以維索爾倫提出的語言順應(yīng)論為理論依據(jù),對轉(zhuǎn)寫的文本進(jìn)行分析,以此來研究教師在初中英語課堂中的身份建構(gòu)。本研究旨在回答以下三個問題:(1)教師在初中英語課堂中建構(gòu)了哪些類型的身份?(2)教師在初中英語課堂中是如何通過做出選擇建構(gòu)這些身份的?(3)教師在初中英語課堂中要建構(gòu)的這些身份怎樣順應(yīng)教學(xué)情境的?研究結(jié)果表明,教師在初中英語課堂中主要建構(gòu)了三種類型的身份,分別是:權(quán)威型教師身份、引導(dǎo)型教師身份和親和型教師身份。這三種教師身份并不是一成不變的,英語教師會根據(jù)教學(xué)情景的不同而做出不同的語言選擇,動態(tài)地建構(gòu)與之相適應(yīng)的身份,如通過運(yùn)用命令性話語建構(gòu)其權(quán)威型身份;通過運(yùn)用解釋性話語建構(gòu)其引導(dǎo)型身份;通過打招呼、親密的稱呼和表揚(yáng)性話語建構(gòu)其親和型身份。這三種類型的身份在英語課堂教學(xué)活動中交替出現(xiàn),其目的不僅是為了幫助老師順利完成教學(xué)目標(biāo),增強(qiáng)教學(xué)效果,提高教學(xué)效率;而且是為了讓學(xué)生積極地投入到課堂教學(xué)活動中,提高他們的學(xué)習(xí)效率。此外,教師在初中英語課堂中做出的語言選擇和建構(gòu)的多元身份正是對交際者物理世界、社交世界和心理世界的動態(tài)順應(yīng),以順應(yīng)不同的教學(xué)語境,同時也有利于創(chuàng)造良好的課堂教學(xué)氛圍,提高課堂教學(xué)質(zhì)量。因此,本文運(yùn)用語言順應(yīng)理論對初中英語課堂中的教師身份建構(gòu)進(jìn)行研究具有重要意義。從理論層面來講,教師身份建構(gòu)和語言順應(yīng)論都是近幾年來比較流行和新穎的研究視角和研究理論。本文對初中英語課堂中教師的多元、動態(tài)身份進(jìn)行了研究,以期為英語教學(xué)的相關(guān)研究提供新的觀點(diǎn)。從實(shí)踐層面來講,本文分析了初中英語教師在課堂教學(xué)活動中所選擇的語用策略以及達(dá)到的教學(xué)效果,希望通過相關(guān)研究引起英語教師在課堂中對語言選擇的重視,由此建構(gòu)恰當(dāng)?shù)纳矸?順利完成教學(xué)目標(biāo),具有重要的實(shí)踐指導(dǎo)意義。
[Abstract]:Since English classroom teaching is a very hot topic, more and more scholars and educators' attention. There are many studies on English classroom teaching, try from different perspectives, analyzing all kinds of teaching methods to improve English classroom teaching quality. In recent years, some scholars put forward the identity of teachers plays an important role in the classroom teaching, and focus on the teachers in the English classroom discourse, the conversation analysis, code switching or turn taking theory as the starting point. However, from the perspective of the theory of linguistic adaptation of teachers' identity construction problems. And fewer studies, most scholars will study to high school or college English teacher, but the identity construction of junior middle school English teachers attention rarely. English Teaching in junior middle school English classroom teaching as the foundation The stage, should also be included in the study. This paper uses a case study on the four English teachers in Shanxi Province, Yuanping Shida middle school as the research object, using classroom observation and interviews, four classes, four junior high school English teachers were investigated for a period of 5 months, the classroom activities in the discourse and interviews with mobile phone to recording the record, and choose the typical and representative part of the audio, will be transcribed into text. This paper proposed Verschueren's linguistic adaptation theory as the theoretical basis, to the text to write the analysis, in order to study the status of teachers in junior middle school English classroom the construction. The purpose of this study is to answer the following three questions: (1) what type of identity construction of teachers in junior middle school English classroom? (2) teachers in junior middle school English classroom teaching is how to make a choice of the construction of the Some identity? (3) teachers in junior middle school English classroom to construct the identity of how to adapt to the teaching situation? The results show that the teachers in junior high school English classroom in the main construction of three types of identity, respectively is: the authoritative guide of teacher identity, teacher identity and teachers and the three kinds of identity. The identity of teachers is not immutable and frozen, English teachers according to different teaching situations and make a different choice of language, dynamically construct and adapt to the identity, such as through the use of the authoritative command of discourse identity; through the use of interpretative Discourse Construction Guided by its identity; hello, close call and praise discourse construction its affinity type identity. Alternately the three types of identity in the English classroom teaching activities, its purpose is not only to help the teachers to finish the teaching goal, enhance the teaching effect, To improve the teaching efficiency; and in order to allow students to participate actively in classroom activities, improve their learning efficiency. In addition, the multi identity of teachers in junior middle school English classroom language selection and construction of communication is the physical world, social world and mental world of dynamic adaptation, in order to adapt to different teaching contexts at the same time, but also conducive to creating a good atmosphere of classroom teaching, improve the quality of classroom teaching. Therefore, this paper uses the theory of linguistic adaptation is of great significance to study junior middle school English teacher identity construction. From the theoretical perspective, teacher identity construction and linguistic adaptation theory is more popular in recent years and new research perspective in theory and research. In this paper, multiple of teachers in the junior English classroom, dynamic identity was studied, in order to provide a new perspective for the study of English teaching. The practice level, this paper analyzes the pragmatic strategies of junior high school English teachers selected in the classroom teaching activities and the teaching effect, hope through the relevant research by English teachers in the classroom for language selection attention, thus constructing the appropriate identity, to finish the teaching goal, has important practical significance.

【學(xué)位授予單位】：中北大學(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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