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大学英语课堂教师反馈语的礼貌研究

2020-12-07阅读(436)

大学英语课堂教师反馈语的礼貌研究

论文摘要

礼貌是一种普遍的社会现象,在促进社会交流方面起着重要作用。外语课堂是师生交际的场所,其交际有着特定的模式,探究课堂上教师的礼貌状况可帮助我们更好地理解课堂交际。本研究主要是探讨教师课堂交际的一个方面--教师反馈的礼貌状况,试图回答以下两个问题:（1）教师在反馈中都会使用哪些礼貌策略?针对学生的不同表现,教师所使用的礼貌策略是否存在不同?（2）教师为什么要在反馈中使用礼貌策略?本研究采用定性研究和定量研究结合的方法,研究数据来自北京五所高校六名大学英语教师的课堂录音,在研究过程中对学生做了问卷调查以调查其对教师反馈语中礼貌策略的作用的看法。我们对所采集的语料进行了话语分析。通过分析我们发现,教师在给予学生反馈时会使用各种礼貌策略,并且,针对学生的不同表现,教师的礼貌策略也不尽相同。我们根据学生表现区分了其在课堂上回答问题时的三种不同情况:正确回答教师问题,回答出错和不能回答教师问题。在学生正确回答教师的问题之后,教师通常使用的礼貌策略包括:肯定学生答案,重复学生答案,表扬学生,对学生表示感谢。在学生回答问题出错时,教师采用的礼貌策略包括:减轻说话语气,使用模糊表达,间接表达,向学生传达善意,避免或减轻不和。在学生不能回答教师问题时,教师使用的礼貌策略包括对学生表达同情和理解,与学生寻求合作,减轻学生压力。教师之所以使用礼貌策略是因为传统的以教师作为课堂绝对权威的课堂交际模式不利于促进课堂教学,而教师的礼貌在课堂上可起到创建积极课堂环境降低学生焦虑,促进课堂交流,建立和谐师生关系的作用,可从某种程度上改变这种状况。本次对于大学英语课堂教师反馈语礼貌的研究有助于教师更清楚地认识自己在课堂上的语言行为,理解礼貌在课堂交际中的作用,从而在以后的教学中采用更合适有效的交际策略,提高教学效率。

论文目录

  • 摘要
  • Abstract
  • Chapter 1 Introduction
  • 1.1 Background of the study
  • 1.2 Significance and purpose of the study
  • 1.3 Organization of the thesis
  • Chapter 2 Literature Review
  • 2.1 The review of studies on teacher feedback
  • 2.1.1 The definition of teacher feedback
  • 2.1.2 Classifications of teacher feedback
  • 2.1.3 Teacher feedback in I-R-F move
  • 2.1.4 Teacher feedback and language learning
  • 2.1.5 Teacher feedback and classroom interaction
  • 2.2 The review of politeness theory
  • 2.2.1 Goffman’s concept of face
  • 2.2.2 Brown & Levinson’s politeness theory
  • 2.2.3 Leech’s politeness principle
  • 2.2.4 Gu Yueguo’s study of Chinese politeness
  • 2.3 Related studies on politeness in classroom setting
  • Chapter 3 Research Methodology
  • 3.1 Subjects
  • 3.2 Instruments
  • 3.3 Research questions
  • Chapter 4 Data Analysis
  • 4.1 Politeness strategies used in feedback on students’right answers
  • 4.1.1 Approving students’answers
  • 4.1.2 Repeating students’answers
  • 4.1.3 Praising students’answers
  • 4.1.4 Expressing gratitude to students
  • 4.2 Politeness strategies used in feedback on students’wrong answers
  • 4.2.1 Softening the tone of speech
  • 4.2.2 Being vague
  • 4.2.3 Being indirect
  • 4.2.4 Avoiding or mitigating disagreement
  • 4.2.5 Conveying good will
  • 4.3 Politeness strategies used in feedback when students fail to answer questions
  • 4.3.1 Showing sympathy and understanding
  • 4.3.2 Conveying cooperation
  • 4.3.3 Minimizing imposition
  • 4.4 The actual use of politeness strategies among participant teachers
  • 4.4.1 The general frequency
  • 4.4.2 Gender differences
  • Chapter 5 Data Interpretation
  • 5.1 Establishing positive classroom environment and lowering students’anxiety
  • 5.1.1 The students’anxiety in EFL classrooms
  • 5.1.2 The role of teachers’politeness in lowering students’anxiety
  • 5.1.3 The politeness strategies serving to lower students’anxiety
  • 5.2 Enhancing classroom interaction
  • 5.2.1 The importance of classroom interaction in learning
  • 5.2.2 The role of teacher feedback in classroom interaction
  • 5.2.3 The role of teacher politeness in enhancing classroom interaction
  • 5.2.4 The politeness strategies serving to enhance classroom interaction
  • 5.3 Maintaining harmonious teacher-student relationship
  • 5.3.1 The role of teacher-student relationship in classroom learning
  • 5.3.2 The role of teacher feedback in teacher-student relationship
  • 5.3.3 The politeness strategies serving to maintain harmonious teacher-student relationship
  • Chapter 6 Conclusion
  • 6.1 The overview of the present study
  • 6.2 Implication of the study
  • 6.3 Limitations of the present study and suggestions for further study
  • Bibliography
  • Appendix
  • 攻读硕士学位期间取得的学术成果
  • Acknowledgements

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    大学英语课堂教师反馈语的礼貌研究
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