关联理论在英语课堂师生交互活动中的应用

论文摘要

Sperber和Wilson的关联理论自产生起就关注语言教学。目前国内的研究,主要探讨了其对听力与阅读教学的意义。本文首次尝试着将关联理论引入我国英语课堂师生交互活动,探讨并解析了其对我国英语课堂教学过程的启示,拓宽了关联理论的应用范畴。从实践层面看,英语课堂是学生习得英语的重要场所。英语课堂上,师生双方以语言为媒介,通过彼此理解和接受的信息载体在相互沟通、相互影响的交际活动中共同完成语言习得的任务。因此,语言课堂教学既是一个语言交际的过程,又是一个语言认知或习得的过程。这一交互活动的推进呼唤以交际和认知为核心的关联理论的指导。本文从关联理论的三大基本理念:认知交际观、动态语境观以及“明示—推理”模式入手,构建了一个由关联理论引领的新型的英语课堂师生交互模式,这一模式将英语课堂视为一个师生间“明示—推理”的过程,即教师通过多方面的“明示”,拓展学生认知语境,引导学生进行“推理”,并最终促成学生交际能力内化的过程。为了增强研究的说服力,本文第四章通过实验对比研究,用数据证实了这一新型模式的优越性。基于以上实验和分析,本文第五章针对我国英语课堂教学的现状提出了几点实用性的改革建议:1.关注学生认知与交际能力的培养,在“明示—推理”的课堂师生交互活动中突显学生语言习得的主体地位;2.倡导语言文化知识的导入,注重学生情感因素与缄默知识在英语教学过程中的作用,拓宽师生互动的认知语境与互明基础;3.优化教师课堂提问技巧,实现师生交互形式的多样化,不断探寻英语课堂师生交互的最佳关联点,提高课堂教学效率。期望这些思考能为当前我国的英语教学改革带来一点启示。

论文目录

• Abstract
• 摘要
• Introduction
• Chapter 1 Relevance Theory and Its Application
• 1.1 Relevance and Relevance Principles
• 1.2 Cognitive Environment and Mutual Manifestness
• 1.3 Ostensive-Inferential Communication Model
• 1.4 Brief Literature View of RT's Application
• Chapter 2 T-S Interaction in EFL Class
• 2.1 Brief Introduction of T-S Interaction in EFL Class
• 2.1.1 Definition of Interaction
• 2.1.2 Characteristics of T-S Interaction in EFL Class
• 2.1.3 The Essence and Important Role of T-S Interaction in EFL Class
• 2.2 Traditional Theories about T-S Interaction in EFL Class
• 2.2.1 Psycholinguistic Interactionist Theories
• 2.2.2 Social Interactionist Theories
• 2.3 The Possibility and Necessity of RT's Application to T-S Interaction in EFL Class
• 2.3.1 Possibility
• 2.3.2 Necessity
• Chapter 3 RT Guided T-S Interaction Mode in EFL Class
• 3.1 Interaction Aims:Development of Students' Communicative and Cognitive Competences
• 3.2 Interaction Process:Operation of "Ostensive—Inferential" Mode
• 3.2.1 Ostension on the Part of the Teacher
• 3.2.2 Inference on the Part of the Student
• 3.3 Interaction Approach:Orientated on "Optimal Relevance"
• 3.4 Interaction Means or Patterns:On the Basis of Enlarging Cognitive Context and T-S Mutual Manifestness
• 3.5 Interaction Assessment:Focus on the Formation of Students' Communication and Cognition Competences
• Chapter 4 Application and Evaluation of RT Guided T-S Interaction Mode in EFL Class
• 4.1 Experiment
• 4.1.1 Hypothesis
• 4.1.2 Subjects
• 4.1.3 Instrument
• 4.1.4 Research Design
• 4.1.5 Procedure
• 4.2 Data Collection and Analysis
• 4.2.1 Data Collection
• 4.2.2 Results and Analysis
• 4.3 Summary
• Chapter 5 Suggestions for the Current Reform of T-S Interaction in TEFL in Terms of RT
• 5.1 The Prominence of Equal Position of Teacher and Student
• 5.2 The Extension of Students' Cognitive Context and T-S Mutual Manifestness
• 5.2.1 The Expansion of Language Culture Input
• 5.2.2 The Attention to Implicit Information and Emotion in EFL Class
• 5.3 The Pursuit of "Optimal Relevance" in T-S Interaction in EFL Class
• 5.3.1 The Improvement of Teachers' Questioning Skill
• 5.3.2 The Diversification of Interaction Forms
• Conclusion
• Bibliography
• AppendixⅠ Questionnaire for the survey
• AppendixⅡ Questionnaire for the survey
• AppendixⅢ Questionnaire for the survey
• 攻读硕士学位期间发表论文情况
• Acknowledgements