高中英语课堂教师语码转换研究 ——语用顺应论视角

论文摘要

Verschueren在他的《语用学新解》中从语用学的视角出发提出了言语顺应论。Verschueren认为语言使用的过程就是语言选择顺应的过程,这是由语言的三个特征(变异性,商讨性和顺应性)决定的。其中顺应性是核心,而且这种顺应不是一成不变的顺应,而是动态的顺应。Verschueren认为语言顺应包括四个方面:语境关系顺应,结构客体顺应,顺应的动态性和顺应过程中的意识凸显。基于Verschueren的语用顺应论,我国学者于国栋提出了自己的语码转换研究模式,并且指出了语码转换的目的和动机:顺应语言现实、社会规约和心理动机。于国栋的顺应模式不但解释了语码转换的顺应性特征而且也将中国文化因素考虑其中。本文将于国栋的顺应模式作为研究模式,同时运用量化与质化分析相结合的方法,通过对十名教师的六十节课进行课堂观察、录音、转写、对学生问卷调查以及对教师访谈等手段,研究高中英语教师的课堂语码转换。本研究主要围绕以下三个问题进行: 1)教师课堂上经常使用的语码转换分哪几类? 2)教师进行语码转换的动机是什么? 3)学生对教师语码转换持什么样的态度?研究结果发现英语教师在高中课堂上进行语码转换主要是为了顺应语言现实、社会规约、心理动机和教师角色。教师的宏观和微观角色都在顺应的过程中体现出来。在高中英语课堂上,教师的语码转换大致可分为三类:句间语码转换,句内语码转换和附加语码转换。句内语码转换要比句间语码转换和附加语码转发生的更加频繁。大部分的同学对教师课堂的语码转换都持有积极态度。

论文目录

• Abstract
• 摘要
• Table of Content
• Chapter 1 Introduction
• 1.1 Background of the Research
• 1.2 Significances of the Study
• 1.3 Research Questions
• 1.4 Layout of This Thesis
• Chapter 2 Literature Review
• 2.1 Code-switching
• 2.1.1 Definitions of Code-switching
• 2.1.2 Categories of Code-switching
• 2.1.3 Functions of Code-switching in Communication
• 2.2 Approaches to the Analysis of Code-switching
• 2.2.1 The Sociolinguistic Approach
• 2.2.2 The Psycholinguistic Approach
• 2.2.3 The Conversational/Conversation Analysis Approach
• 2.2.4 The Grammatical Approach
• 2.2.5 The Pragmatic Approach
• Chapter 3 Theoretical Framework
• 3.1 Adaption Theory
• 3.1.1 Properties of Language
• 3.1.2 Linguistic Choices
• 3.1.3 Angles for Pragmatic Adaption
• 3.1.3.1 Contextual Correlates of Adaptability
• 3.1.3.2 Structural Objects of Adaptability
• 3.1.3.3 Dynamics of Adaptability
• 3.1.3.4 Salience of the Adaption Process
• 3.2 Yu Guodong’s Adaption Model on Code-switching
• 3.2.1 Adaption to Linguistic Reality
• 3.2.2 Adaption to Social Conventions
• 3.2.3 Adaption to Psychological Motivation
• Chapter 4 Research Methodology
• 4.1 Researching Aims
• 4.2 Subjects
• 4.3 Instruments
• 4.3.1 Classroom Observation
• 4.3.2 Student Questionnaire
• 4.3.3 Interview
• 4.4 Data Collection
• Chapter 5 Results and Discussion
• 5.1 Analysis of Types of Classroom Code-switching
• 5.1.1 Intra-sentence Code-switching
• 5.1.2 Inter-sentence Code-switching
• 5.1.3 Tag-switching
• 5.2 Adaption of Teachers’ Code-switching in Classrooms
• 5.2.1 Teachers’ Code-switching as Adaption to Linguistic Reality
• 5.2.2 Teachers’ Code-switching as Adaption to Social Conventions
• 5.2.3 Teachers’ Code-switching as Adaption to Psychological Motivation
• 5.2.4 Teachers’ Code-switching as Adaption to Their Roles
• 5.3 Students’ Evaluation to Teachers’ Code-switching
• Chapter 6 Conclusion
• References
• Appendix I
• Appendix Ⅱ
• Acknowledgements