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中国大学英语课堂中的对话教学

2020-11-28阅读(915)

中国大学英语课堂中的对话教学

论文摘要

传统的二语习得研究往往囿于认知主义的范式。在这种范式下,二语习得或外语学习往往被视作学习者内在的心理过程,独立存在于学习者个体的大脑当中,不受社会文化环境因素的影响。在过去的二十年中,二语习得研究领域正经历革命性的变革,社会文化理论和视角冲击了人们对外语语言学习的传统认识和固有观念。人们逐渐认识到语言学习不仅是学习者个体的心理认知过程,也是社会化的过程和学习者角色和身份建构的过程。虽然社会文化理论所研究的课题甚是广泛,但它们拥有共同的认识论基础。社会文化理论认为,学习的过程是在特定物质、社会环境下的社会实践活动,知识的产生靠学习者的协同共建,与学习者紧密相连,而并非是脱离于学习者的、物化了的独立实体。社会文化理论认为学习者的参与和学习过程发生的社会文化环境对于拓展学习空间、创造学习机会而言至关重要。对话作为一种教学的模式可以追溯到苏格拉底对话和孔子的教育理念。作为现代教学模式,对话教学的理论基础源于维果斯基的社会文化教育观和巴赫金的对话主义理论。两者都强调对话性是语言、文化、意识、交际的根本特征,巴赫金(1986)认为,任何话语总是处在社会、历史的言语文脉中,都是对先与它的他人话语的应答、继续和回应,也都希望被人聆听、让人理解、得到应答。此外,维果斯基的社会文化理论和巴赫金的对话理论都强调学习的社会基础,社会和个体之间的联系和制约,以及语言在认知发展和身份建构过程中的居间调解作用。就课堂话语而言,对话教学强调师生话语的交互性、灵活性、呼应性和师生主体间的对话性(Nystrand, 1997; Alexander, 2005)。Wertsch和Toma(1995)认为对话教学要求教师将文本、学生话语、教师话语有机组织起来,使它们成为促进学生思考的手段。就外语教学而言,对话教学是一种具有主体性的个体间建构意义的对话性活动,而不仅仅是识别、记忆语言形式、运用形式的认知活动。然而,在实际教学过程中,对话教学往往让位于“独白式”教学。通过对英语专业精读课中提问这种课堂话语形式的分析,笔者发现英语教学中的课堂话语往往被教师或“独立”文本(教材)的声音和独白式教学模式所垄断。“独白”在这里并不是指只有一个人讲话,没有他人呼应。“独白式”教学是指在教学过程中,文本与教师被视为知识的唯一来源,学生则被视为灌输语言知识、文本信息的容器。“独白式”教学强调知识的灌输,但往往忽视学习者在获得知识、参与学习活动和意义建构过程中的主体性。学生在“独白式”课堂中的主要话语表现形式是背诵或转述他人的思想和语言,而不是表达自己的思想、意念和声音。另外,“独白式”课堂话语往往强化并扩大了课堂中师生之间的社会距离和等级差距。与“独白式”教学不同的是,对话教学中的课堂话语并非固定于教师和文本的声音,而是涌现式的、由参与者共同协作完成的。课堂中,教师会运用“真实”提问来引导学生进行探究或对文本进行多元阐释。师生对话的内容具有“实质性”,话语彼此应答,形成的话语文本具有连贯性。此外,知识的来源不仅仅限于教师或书本。学生已有的历史背景和经验性认识也可被视为“合法的知识”。在对话教学中,学生被赋予“作者”、“意义文本的创造者”、“合法参与者”的身份和角色。在课堂交互活动中,学生不仅仅回应教师提问,还可以回应其他学生的话语。与灌输式教学不同的是,英语课堂中的对话教学通过文本、教师话语以及学生话语间的对话,实现意义的共同建构以及知识和理解的深化。另外,在实际课堂中,教师在运用对话组织教学的过程中,需要充分考虑文化及教学环境等方面的限制因素,如面子的问题、学生语言能力、语言物化现象等。合理应对这些问题对于对话教学的实施至关重要。本论文采用了多角度、多层面的数据采集方法,主要信息来源包括:精读课堂语料、师生访谈、试卷语言分析等。其理论价值在于拓展了中国外语学习语境下二语学习研究的视角和方法。其实践意义在于将对话式教学与中国外语教学相结合,试图建构外语课堂中,尤其是英语阅读课堂中的对话教学模式。这对提高英语教师课堂交谈质量、反思英语课堂师生之间、读者与文本之间的对话关系、拓展学习空间有着现实的指导意义。

论文目录

  • Acknowledgements
  • Abstract
  • 摘要
  • Abbreviations
  • Introduction
  • Chapter One Theoretical Foundations for Dialogic Approaches to Learning and Teaching
  • 1.1 Overview of Sociocultural Turn in SLA Research
  • 1.2 Dialogic Nature of Human Consciousness, Communication and Language
  • 1.2.1 Culturally mediated mind
  • 1.2.2 Self and other: Intersubjectivity
  • 1.2.3 Language as chained utterances
  • 1.2.4 Multifunctionality of language
  • 1.2.5 Summary
  • 1.3 Historical and Contemporary Models of Dialogic Teaching and Learning
  • 1.3.1 Socratic dialogue
  • 1.3.2 Confucius’cultivation of “co-humanity”
  • 1.3.3 Freire’s dialogic education
  • 1.3.4 Collaborative learning models
  • 1.3.5 Summary
  • 1.4 Summary of Chapter One
  • Chapter Two Conceptualizing the Dialogic Approach to ESL/EFL Learning and Teaching
  • 2.1 ESL/EFL Learning as Participation
  • 2.1.1 Acquisition and participation metaphors
  • 2.1.2 Learning in community
  • 2.2 ESL/EFL Learning as Appropriation
  • 2.3 Cultural Teaching in a Dialogic Classroom
  • 2.3.1 Cultural basis of English as an international language
  • 2.3.2 Consensual models of cultural teaching
  • 2.3.3 Beyond the consensual models
  • 2.3.4 Intercultural dialogue and the notion of “outsideness”
  • 2.3.5 Teaching culture through dialogue
  • 2.4 Summary of Chapter Two
  • Chapter Three Dialogic Teaching and Classroom Talk
  • 3.1 Approaches to Analyzing Classroom Discourse in Relation to Learning Context
  • 3.1.1 Structural and functional approach—The Birmingham model
  • 3.1.2 Analyzing classroom talk as a social mode of thinking
  • 3.1.3 Analyzing classroom talk as a way of creating social participant frameworks
  • 3.1.4 Analyzing classroom talk in relation to pedagogical goals
  • 3.1.5 Summary
  • 3.2 Dialogic Teaching and its Classroom Discourse Features
  • 3.2.1 Alexander’s dialogic teaching
  • 3.2.2 Classroom discourse features of dialogic teaching in L2 classroom
  • 3.3 Summary of Chapter Three
  • Chapter Four Research Design and Methodology
  • 4.1 Overview of Classroom Discourse Analysis Methodologies
  • 4.2 Research Context
  • 4.3 Participants
  • 4.4 Researcher Stance
  • 4.5 Data Collection
  • 4.4.1 Classroom discourse
  • 4.5.2 Interview with the case instructor
  • 4.5.3 Questionnaire to students
  • 4.5.4 Examination of classroom artifacts: Teacher books, student notes and test pape
  • 4.6 Triangulation
  • 4.7 Methods of Data Analysis
  • Chapter Five Data Analysis and Discussion
  • 5.1 Overview of the Recorded Lessons
  • 5.2 Questions in the IR Classroom
  • 5.2.1 Teacher questions
  • 5.2.2 Student questions
  • 5.2.3 Monologism in the EFL classroom
  • 5.3 Dialogically-organized Instruction vs. Monologically-organized Instruction:Comparing Two Classroom Discourses
  • 5.4 Impediments to Dialogic Teaching
  • 5.5 Suggestions on Teacher Questioning Techniques to Open Up Classroom Talk
  • 5.6 Summary
  • Conclusion
  • References
  • Appendices

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    中国大学英语课堂中的对话教学
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