發(fā)布時(shí)間：2021-05-14 03:03

　　模糊限制語(yǔ)在人們的交際用語(yǔ)中和書(shū)面用語(yǔ)中都廣為存在,是交際中的普遍現(xiàn)象。Lakoff（1972）將模糊限制語(yǔ)定義為把事情弄得模模糊糊的詞語(yǔ)。何自然（1985）將模糊限制語(yǔ)分為變動(dòng)型模糊限制語(yǔ)和緩和型模糊限制語(yǔ)。并且模糊限制語(yǔ)還以不同的形式出現(xiàn),如形容詞或副詞、詞綴、方式或程度狀語(yǔ)以及句子等（Zadeh,1971）。在語(yǔ)言教學(xué)中,模糊限制語(yǔ)的使用能夠減少教師表達(dá)的武斷性,增強(qiáng)課堂話(huà)語(yǔ)傳達(dá)的準(zhǔn)確性,有助于師生之間的良性互動(dòng),從而提高課堂的教學(xué)效果,并促進(jìn)學(xué)生的語(yǔ)言運(yùn)用及表達(dá)能力。因此,本研究主要調(diào)查并對(duì)比研究高中英語(yǔ)課堂中新手與熟手教師模糊限制語(yǔ)使用的類(lèi)型及形式,以及使用的頻率,從而幫助高中英語(yǔ)教師在課堂上更有效地使用模糊限制語(yǔ),提高教學(xué)效果。本研究以Krashen的語(yǔ)言輸入理論、面子理論為理論基礎(chǔ),采用了課堂錄音與訪(fǎng)談的研究方法,探討研究以下兩個(gè)問(wèn)題:（1）高中英語(yǔ)新手教師與熟手教師在課堂中使用了哪些類(lèi)型與形式的模糊限制語(yǔ)?使用的頻次如何?（2）高中英語(yǔ)新手與熟手教師課堂模糊限制語(yǔ)的使用有何異同?本研究以伊寧市X中學(xué)高二年級(jí)的4名英語(yǔ)教師為研究對(duì)象,其中新手教師2名,熟手教師2名。作者對(duì)... 

【文章來(lái)源】：伊犁師范大學(xué)新疆維吾爾自治區(qū)

【文章頁(yè)數(shù)】：64 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
        1.2.1 Academic Significance
        1.2.2 Practical Significance
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Relevant Concepts
        2.1.1 Hedges
            2.1.1.1 Definition of Hedges
            2.1.1.2 Types of Hedges
            2.1.1.3 Linguistic Forms of Hedges
        2.1.2 Novice Teachers and Experienced Teachers
    2.2 Theoretical Basis
        2.2.1 Krashen’s Input Hypothesis
        2.2.2 Face Theory
    2.3 Researches on Hedges Abroad and at Home
        2.3.1 Researches Abroad
        2.3.2 Researches at Home
        2.3.3 Limitations of Previous Researches
Chapter Three Research Design
    3.1 Research Aim
    3.2 Research Questions
    3.3 Research Subject
    3.4 Research Instruments
        3.4.1 Classroom recording
        3.4.2 Interview
    3.5 Research Procedure
        3.5.1 Recording
        3.5.2 Transliteration
        3.5.3 Interview
        3.5.4 Data Collection and Analysis
Chapter Four Results and Discussion
    4.1 Analysis on the Types and Forms of Hedges Used in English Classroom Discourse in Senior High School
        4.1.1 Analysis on the Types of Hedges
            4.1.1.1 Types of Hedges Used in High School English Classroom Discourse
            4.1.1.2 Frequency of Different Types of Hedges Used in High School English Classroom Discourse
        4.1.2 Analysis of the Forms of Hedges Used in Senior High School English Classroom Discourse
            4.1.2.1 Forms of Hedges Used in High School English Classroom Discourse
            4.1.2.2 Frequency of Different Forms of Hedges in High School English Classroom Discourse
        4.1.3 Summary
    4.2 Comparative Analysis on the Types and Forms of Hedges Between Novice and Experienced Teachers
        4.2.1 Comparative Analysis on the Types of Hedges Between Novice and Experienced Teachers
        4.2.2 Comparative Analysis on the Forms of Hedges Between Novice and Experienced Teacher
        4.2.3 Summary
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations of Research
    5.4 Suggestions for Future Research
Reference
Appendix 1 Interview for teachers
Appendix 2 Interview corpus
Appendix 3 Class recording corpus
伊犁師范大學(xué)碩士研究生學(xué)位論文導(dǎo)師評(píng)閱表



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