关于高职高专院校综合英语课堂中教师语码转换的研究

论文摘要

在近二、三十年来,语码转换在西方语言学界受到了多方关注,研究者们从多路向出发,并取得了较丰硕的成果。然而在国内,这方面的研究相对较少,而对教师课堂语码转换的实证研究更少,并且大部分的实证研究主要针对的是中学英语课堂或者是大学本科院校,对高职高专类院校的英语专业课堂的语码转换的使用情况几乎无人问津。而这一类学校在我国高等院校中还占有相当大的比例,对这类外语课堂进行研究的意义是不容低估的。本研究在Jef Verschueren的“语言顺应论”的基础上,运用于国栋提出的语码转换的“顺应模式”,深入分析教师在高职高专类院校的综合英语课堂中的英/汉语码转换的现象。具体地讲,教师在课堂中使用语码转换主要是为了顺应,从而实现或接近某个或某些具体的教学目的而采用的一种策略。本文以问卷调查结合课堂观察、访谈的形式对教师课堂中语码转换的使用情况进行了实证研究,对问卷调查的结果及观察、访谈的结果作了定量和定性分析,旨在揭示在学生英语水平普遍较低的情况下教师课堂的语言使用特点。结果发现,教师的语码转换是对语言现实的顺应,对教师角色的顺应和对教师心理动机的顺应。它的语用功能分别表现为填补、课堂管理、便效、解释、强调、反馈、减轻焦虑、礼貌亲近和制造幽默功能,其中解释功能是最主要的功能。并且发现教师使用语码转换主要受到学生英语基础差、教师本身水平低、教师本身教学理念和对母语的使用态度、老师自身的心理意图和动机以及跨语言的差异性这几个因素的影响。本研究尽管存在着一定的不足之处,但对我国高职高专类院校的英语专业的教学有一定的启示意义。

论文目录

• ACKNOWLEDGEMENT
• ABSTRACT
• 摘要
• CONTENTS
• LIST OF ABBREVIATIONS
• CHAPTER ONE Introduction
• 1.1 Research Orientation
• 1.2 Rationale and Significance of the Present Study
• 1.3 Key Research Questions of the Present Study
• 1.4 Organization of the Thesis
• CHAPTER TWO Literature Review
• 2.1 Some Basic Concepts
• 2.1.1 Definition of Code
• 2.1.2 Definition of Code-switching
• 2.1.3 Types of Code-switching
• 2.2 Approaches to the Analysis of Code-switching
• 2.2.1 The Sociolinguistic Approach
• 2.2.2 The Grammatical Approach
• 2.2.3 The Psycholinguistic Approach
• 2.2.4 The Conversational Analysis（CA） Approach
• 2.2.5 The Pragmatic Analysis Approach
• 2.3 Research on Classroom Code-switching abroad
• 2.4 Code-switching Research in China
• 2.5 Summary
• CHAPTER THREE Yu Guodong's Adaptation Model and an Adaptation Model in Chinese EFL Classrooms
• 3.1 Studying Code-switching under the Pragmatic Approach
• 3.2 The Adaptation Theory and Yu Guodong's Adaptation Model
• 3.3 The Framework of the Present Study:An Adaptation Model in Chinese EFL Classrooms
• CHAPTER FOUR Empirical Exploration
• 4.1 Participants
• 4.2 Instruments
• 4.2.1 Classroom Observations
• 4.2.2 Interviews
• 4.2.3 Questionnaires
• 4.3 Procedures
• 4.4 Data Analysis
• CHAPTER FIVE Results and Findings
• 5.1 Results for Research Question 1
• 5.1.1 Students' Factors
• 5.1.2 Teachers' Factors
• 5.1.3 Linguistic Reality Factors
• 5.2 Results for Research Question 2
• CHAPTER SIX Qualitative Analysis and Discussion
• 6.1 Linguistic Adaptation
• 6.2 Teachers' Code-switching as Adaptation to the Linguistic Reality
• 6.2.1 Gap-Filling Function
• 6.3 Teachers' Code-switching as Adaptation to the Teacher's Roles
• 6.3.1 Class-Management Function
• 6.4 Teachers' Code-switching as Adaptation to the Psychological Intentions
• 6.4.1 Convenience-Efficiency Function
• 6.4.2 Understanding-Facilitating Function
• 6.4.3 Emphasis Function
• 6.4.4 Feedback Device Function
• 6.4.5 Anxiety-Avoidance Function
• 6.4.6 Politeness-Intimate Function
• 6.4.7 Humour-Creating Function
• 6.5 Results of Teachers' Interviews
• 6.6 Summary
• CHAPTER SEVEN Conclusion
• 7.1 Summary of the Main Findings
• 7.2 Implications
• 7.3 Limitations
• 7.4 Suggestions for Future Research
• REFERENCES
• APPENDIX A
• APPENDIX B
• APPENDIX C
• 在学期间发表论文清单