教师课堂话语中间接言语行为的语用功能研究

言语行为理论对英语教学有着极大的指导作用。它强调说话就是做事,做事意在取效。教师话语既是教师执行教学任务的工具,又是学生语言输入的最大来源。它的成功运用对课堂教学会起到非常大的促进作用。本文基于Searle的间接言语行为理论,通过对其语用功能的分析,探讨运用间接言语行为理论指导教师课堂提问和反馈的必要性及可行性的问题,以此提高大学英语教师课堂话语的效度。     

基于不同教学观的教师提问话语的语用分析

教师的课堂提问是最典型的教师话语,对教学至关重要。持有传授式教学观的教师,其提问话语的语用目的较为单一,重在检测学生对新知识点的掌握情况;而持有建构主义教学观的教师,其提问话语的语用功能多样化,当提问未能达到预期的语用意图时,教师能灵活地采取其他手段使得提问的言外行为、言后行为在真实的师生交流中得以顺利实施。外语教师明晰课堂提问的语用功能有助于规范自身的提问言语行为。     

大学英语教师课堂话语的语用意义

从言语行为理论这个角度,尝试分析大学英语教师课堂话语的语用意义,并针对大学英语改革的要求调整相关的课堂话语,以促进教学活动的顺利完成和教学成果的完美体现     

大学英语教师课堂提问之言语行为研究

课堂提问是教师话语的一部分,也是教师使用最频繁且最重要的教学技巧之一。提问可以促进思维,强调重点,刺激参与,控制与检测学生的学习情况。教师课堂提问与我们日常交谈中的提问有所不同,其目的并非仅仅为了获取信息,而是为了达到更深层次的语用目的。因此,教师提问实质上是一种言语行为,具有特定的语用特征。本文试图通过问卷调查和访谈的形式运用言语行为理论来探讨教师提问这一言语行为以期提供新的视角来认识教师课堂提问话语,从而使教师和学生更好地运用语言达到交际目的。     

英语教师课堂话语特征及其语用功能分析

教师课堂话语是一种特殊的职业语言。本文讨论了教师课堂话语的特征和形式,并在言语行为理论的框架下分析了其语用功能。最后,本文分析了教师课堂话语的局限性,以期对我们的英语课堂教学实践提供有益的启示。     

大学英语教师课堂话语变化的语用启示

从言语行为理论这个角度,本文尝试分析大学英语教师课堂话语的语用意义,并针对大学英语改革的要求调整相关的课堂话语,以促进教学活动的顺利完成和教学成果的完美体现。     

论言语行为中的礼貌策略

基于Austin ＆ Searle的言语行为理论,Brown ＆ Levinson的＂面子论＂的礼貌策略和Leech的礼貌原则,本文对英语言语行为中的礼貌语用进行了探讨,以增强英语学习者的语用能力。     

语用视角下学习者一语/二语的解释言语行为发起模式的对比研究

心理和认知研究最先开始关注儿童解释话语的表现及解释能力的发展问题,其后也有少许学者从语用和交际的视角探讨儿童的解释话语及解释行为。学习者二语语用研究大多集中在对请求、道歉、恭维等言语行为上。该文采用语用视角,将解释话语中对现象的解释行为视为解释言语行为,以给定题目的课堂小组讨论的方式收集口语语料,研究学习者在一语和二语语境下解释言语行为发起模式的表现。该研究主要从三个方面进行分析:解释言语行为的发起模式;发起模式的功能及语言表达方式。     

英语教师课堂话语之言语行为理论分析

课堂教学是一个师生互动的交际过程,教师课堂话语是课堂教学的主要语言输入和教学媒介,起着传授语言知识和监控课堂活动的双重功能,对学生的语言学习具有重大的影响。本文旨在以言语行为理论为框架,对两大类教师课堂话语进行分析,发掘其语用功能,以期有助于提高教师课堂效率。     

英语课程思政视域下的教师话语及身份建构

基于语用身份论的理论框架,采用个案研究和话语分析方法,调查江苏某高校一线外语教师“思政教育”话语实践的意识凸显程度及教学过程的“思政教育”话语实践,并分析其身份建构。研究发现,教师主动适应外语课程思政改革要求,选择语体、话语方式、言语行为、称呼语、语法等话语实践类型建构了四种语用身份：幽默型、严肃型、博学型和同伴型。研究的局限性在于采用个案研究法,只选取一位高校英语教师作为研究对象。     

Talking about science: An interpretation of the effects of teacher talk in a high school science classroom

This paper builds on research in science education, secondary education, and sociolinguistics by arguing that high school classrooms can be considered speech communities in which language may be selectively used and imposed on students as a means of fostering academic speech community identification. To demonstrate the ways in which a high school teacher's language use may encourage subject area identification, the results of an interactionist analysis of data from a 2-year ethnographic study of one high school chemistry classroom are presented. Findings indicate that this teacher's uses of language fell into three related categories. These uses of language served to foster identification with the academic speech community of science. As a result of the teacher's talk about science according to these three patterns, students developed or reinforced particular views of science. In addition, talking about science in ways that fostered identity with the discipline promoted the teacher as expert and built classroom solidarity or community. These results are discussed in light of sociolinguistic research on classroom competence and of the assertions of science educators regarding social and ideologic implications of language use in science instruction.     

“有氧英语”，促进儿童英语言语能力的觉醒

“有氧英语”既是一种教学理念,更是一种教学价值追求．也是一种教学实践模式.“有氧英语”澡堂意在构建一种基于学生主体性的话语权,即课堂不再是教师言说的“无限地”．而是教师言说的“有限圈”,学生言语的“畅说园”。“有氧英语”课堂尊重学生的言语觉醒．重视学生通过言说将内在精神、思想、情感外化,强调学生在课堂赦学中言语的自发力和能动性,是学生生命主体性在课堂教学中的积极表现。在英语教学中加氧的视野下．全语言的视角、合文化的态度可助推学生英语言语能力的觉醒．实现英语课堂学生言语畅说的本真回归.     

多媒体教学模式下高职英语教师话语的调查与分析

运用课堂录音、课堂观察、问卷调查和教师访谈的方法,对多媒体教学模式下高职院校公共英语课堂教师话语的话语量、母语及目的语的使用比例、话语内容、提问方式及反馈方式进行系统分析。结果表明,在多媒体教学模式下,高职英语教学仍然是以传统的以教师为中心的教学模式为主。     

自主性外语学习环境下的大学英语教师课堂中介作用调查研究

近年来,随着中介理论研究的不断发展,教师中介作用逐渐成为二语习得研究领域中的一大热点。本文在借鉴国外研究成果的基础上,提出了国内自主性外语学习环境下教师中介作用应涵盖的内容,并调查分析了国内6所高校159名大学英语教师和1856名大学生对教师中介作用的认识与看法以及教师在课堂教学中实施中介作用的情况。结果表明:(1)国内大学英语教师的中介意识总体较强,但实施中介作用的频度不高、程度不够;(2)教师的中介行为与学生的期望之间存在一定的差异。     

英语教师话语与大学生交际能力的培养

英语教师的课堂言语行为直接影响着学生的语言感知力,并对学生的外语学习有着非常重要的示范作用。随着大学英语教学改革的开展,教师话语（teachertalk）对英语教学,特别是对学生外语交际能力的培养方面所具有的影响已成为一个亟需关注的课题。     

On Teacher Talk in ELT Classroom Teaching

Teacher talk (TT for short) in China’s ELT (English as Foreign Language Teaching) classroom teaching refers to the speech that the teacher uses to speak to students when the teacher undertakes teaching tasks and spread knowledge. This article will firstly introduce teacher talk briefly and then analyze some strategies with regard to TT with the ultimate purposes of illustrating how effective teacher talk contributes to the good relationship between teacher and students in ELT classroom.     

‘That's not treating you as a professional’: teachers constructing complex professional identities through talk

Public debates about the role of teachers and teacher performance place teachers at the center of a range of national and local discourses. The notion of teacher professional identity, therefore, framed in a variety of ways, engages people across social contexts, whether as educators, parents, students, taxpayers, voters or consumers of news and popular media. These highly contested discourses about teachers' roles and responsibilities constitute an important context for research on teachers and teaching, as researchers and educators ask how changes to the teaching profession affect teacher professional identity. This article investigates the identity talk of three mid‐career teachers in an urban, public school in the USA, to better understand how the teachers used language to accomplish complex professional identities. Research approaches to teacher identity often focus on teacher narrative as a key tool in identity formation. The analysis presented here extends our understanding of language as a resource in teacher identity construction by using discourse analysis to investigate how speakers use implicit meaning to accomplish the role identity of teacher. The analytical lens draws on an interdisciplinary framework that combines a sociological approach to teacher as a role identity with an investigation of language as a cultural practice, grounded in the ethnography of communication. The analysis focuses on how teachers use specific discourse strategies – reported speech, mimicked speech, pronoun shifts, oppositional portraits, and juxtaposition of explicit claims – to construct implicit identity claims that, while they are not stated directly, are central to accomplishing teacher as a role identity. The analysis presented here focuses on the particular implicit role claim of teacher as collaborator. Findings show that, in their identity talk, the teachers strategically positioned themselves in relation to others and to institutional practices, actively negotiating competing discourses about teacher identity by engaging in a counter discourse emphasizing teachers' professional role as knowledge producers rather than information deliverers, collaborative, rather than isolated, and as agents of change engaged in critical analysis to plan action. Awareness of how these counter discourses operate in the teachers' conversation helps us better understand the cultural significance of identity talk as a site for the negotiation of the significances for the role identity of teacher. In addition, the notions of role identity and implicit identity claims offer an accessible way to talk about the complexity of teacher identity, which can be helpful for increasing awareness of the importance of teacher identity in teacher education and professional development, and in bringing teachers' voices more prominently into the debates over education.     

课堂互动中教师话语的功能——一位初中优秀英语教师的课堂话语个案分析报告

教师话语的质量关系到英语课堂的质量和学生英语水平的发展。该文通过对某初中优秀英语教师的课堂话语进行研究,分析教师提问话语、修饰话语以及教师反馈在课堂互动中对整个课堂教学和学生二语习得的影响。     

Student teachers and cultural diversity in an Australian regional university

This article examines student teachers' discursive constructions of difference, cultural diversity and race as they write and talk about their cultures and identities in relation to teaching and learning in the first year of a Primary Teaching Degree in a regional Australian university.
The qualitative case study which informs this paper considered the discursive resources that students bring to teacher education from their past experiences and contact with cultural differences in communities, families and schools. It examined various discourses around cultural diversity that are available to them in the teacher education course and how their discursive practices are mediated and reconstructed in the particular university context. A major goal was to explore how universities in largely homogeneous settings might firstly work with the resources that students bring to teacher education and, secondly, assist students to consider the implications of cultural and linguistic diversity for teaching language and literacy.