中學(xué)英語教師課堂話語人際意義的研究

1、中學(xué)英語教師課堂話語人際意義的研究a study on the interpersonal meaning of middle school english teacher talkabstract: all round development has become a explicit tendency in all levels of education, english, as one required course, is considered to be the efficient approach to help the learners achieve all round dev

2、elopment. in this domain, teachers and their teaching behaviors have shown its educational significance in realistic teaching. in light of the educational significance of teacher talk, most researches on teacher talk at present just focus on such topics as linguistic features, rhetoric devices, and

3、pragmatic features and so on. therefore, this research is to take empirical approach to explore into the interpersonal meaning of teacher talk. while taking the systemic functional linguistics as the theoretical framework and the recorded teacher talk as the research data, and employing the descript

4、ive and prescriptive methods, the thesis demonstrates how the interpersonal meaning is generally realized in teacher talk from the levels of modality and syntactic structures. by which, the interpersonal meaning is elicited based on the research. and then the teachers teaching beliefs about learners

5、, teachers and teaching itself can be found. through data analysis, it has been found: 1) the applicational frequencies of low, median and high degree are distributing in a divergent way, and teachers are more inclined to median degree of modal verbs. 2) different forms of syntactic structures reali

6、zations are applied in teacher talk, while the applicational frequencies of imperative sentence, interrogative sentence and declarative sentence are distributing in a divergent way, and teachers are more inclined to interrogative sentence and declarative sentence. 3) in the three degrees of modality

7、, teacher are more inclined to the medain degree of modalty, students are equal to teachers in status, they are not the passive recivers but active participantors. through the present research, the thesis is aimed to enhance the teachers awareness to attend to their utterances in the class and make

8、their discourse-in-class more acceptable. key words: middle school english teacher; teacher talk; interpersonal meaning摘要：隨著教育的快速發(fā)展，英語全球化的趨勢日益增強(qiáng)，英語學(xué)習(xí)也得到蓬勃的發(fā)展，而課堂話語在英語教學(xué)上的作用日趨顯著。因此越來越多的專家和教育工作者更加關(guān)注英語教師課堂話語。目前，英語教師課堂話語的研究從研究語言學(xué)視覺、修辭視覺展開的較多，但對其人際意義功能的進(jìn)行探討的較為少數(shù)。系統(tǒng)功能語言學(xué)的興起為研究英語教師課堂話語提供了一個(gè)新的視覺，本文以系統(tǒng)功能語言學(xué)的

9、人際意義功能理論為框架，以搜集的中學(xué)英語教師課堂話語真實(shí)語料為基礎(chǔ)，通過舉例、數(shù)據(jù)統(tǒng)計(jì)、分析、描述、規(guī)劃等方法，從情態(tài)、句法結(jié)構(gòu)上對中學(xué)英語教師課堂話語的人際意義進(jìn)行研究。通過研究發(fā)現(xiàn)不同句法結(jié)構(gòu)、不同程度情態(tài)詞的使用表達(dá)了不同的人際意義，教師在句法結(jié)構(gòu)的應(yīng)用上較偏向于疑問句和陳述句的使用，在情態(tài)詞的使用上大量應(yīng)用了中等情態(tài)詞。教師在情態(tài)、句法結(jié)構(gòu)上的巧妙應(yīng)用，從而使其樹立正確的教學(xué)觀念、端正教學(xué)行為、準(zhǔn)確定位教師和學(xué)生在教學(xué)過程中的作用和地位、拉近師生之間的心理、社會距離，建立良好的師生關(guān)系；進(jìn)一步挖掘?qū)W生的潛力，讓他們在積極主動的課堂參與中有效地獲取知識。關(guān)鍵詞：中學(xué)英語教師；教師話語；人

10、際意義contentsi. introduction.1a. background.1b. research significance.1c. research purpose.1ii. literature review.3a. systemic- functional linguistics3b. interpersonal meaning.4c. preview studies about teacher talk.6d. modality.8iii. research.9a. research questions.9b. research methods.9c. research pr

11、ocedures.10d. research results.12e.suggestions.12. conclusion.14a. summary.14b. limitations and expectations15 works cited.16appendix 1.17i. introduction a. backgroundwith the further implications of basic and higher education all round development has become a story tendency in all levels of educat

12、ion, english, as one require course, is considered to be the efficient approach to help realize the all round development. hence english education gains its vigorous development. in this domain, teachers and their teaching realizing behaviors have shown its educational significance in realistic teac

13、hing. therefore, this research is to take teacher talk as the topic to explore into. and teacher talk plays a more and more important role in english classroom, and as a result, more and more researchers and teachers have paid their attention to teacher talk.b. research significancethrough research

14、about middle school english teacher talk, the interpersonal meaning is elicited based on the research. and then the teachers teaching beliefs about learners, teachers and teaching itself can be found. this is an approach to help teacher to find more self-awareness of teacher talk in their speech, an

15、d foster correct teacher beliefs, boldly adopt new teaching principles and teaching methods, reestablish teachers and students positions and roles in the process of teaching, and try to create optimum language environments through optimizing their classroom talk. by which, the students attention is

16、attracted, their learning behavior is directed, their interests and personality are protected, the social and psychological distance between teachers and students is shortened, and a good relationship is set up between them. so as to further tap students potentials to let them positively participate

17、 in obtaining knowledge and make english classroom teaching more effective and efficient.c. research purpose in light of the educational significance of teacher talk, most researches on teacher talk at present just stay at such levels as linguistic features, rhetoric devices and so on. the rise of s

18、ystemic functional linguistic provides a new perspective for studying teacher talk so that researches at deeper level can be made, the study of its interpersonal meaning. has emerged as one tendency, people use language to interact and set up certain interpersonal relations, and the interpersonal me

19、ta-function acts as one of the most important functions of language. while taking the systemic functional linguistics as the framework and the copies of the teacher talk as the research targets, and employing such methods as giving examples analyzing and making statistics, description and prescripti

20、on, the thesis demonstrates how the interpersonal meaning is generally realized in teacher talk from the levels of modality, syntactic structures.1. features of teacher talkteacher talk is regarded as a special simplified code with features including two aspects: the formal feature of teacher talk a

21、nd the functional features of teacher talk. teacher talk involves formal modifications in the language that the teacher uses with aim of making teachers language easier. chaudron (1988, 85) finds that speech used in class is characteristically modified in four areas: phonology, lexis, syntax and dis

22、course, which are described as follows;a. rates of speech appear to be slower;b. pauses are more frequent and longer;c. pronunciation tends to be exaggerated and simplified;d. vocabulary use is more basic, and new words are avoided;e. degree of subordination is slower;f. more declarative and stateme

23、nts are used than questions;g. self-repetition is more frequent2. teachers beliefsteachers beliefs are some basic assumptions that teachers take as granted.they are formed through these stages：accepted passively and automatically; the stage of specialization; becoming a part of personal philosophy.

24、teachers belief is a judgment of theories, perspective and insights concerning instruction and study, influences education practice and students mental and physical development. it plays a pivotal role in teachers perception of and response to issues and problems in classes, and also in their defini

25、ng teaching tasks, targets and efficiency. it even determines the results of teaching reform and class instructions.3. teacher-students relationshipteacher-students relationship plays an important role in school life. a good relationship will make learning interesting and teaching enjoyable. a bad r

26、elationship, however, can make learning dull and teaching. tradotionally, teachers are in high authority position and in a position of professional trust, it is teacher-centered teaching ,students have little room to learn and think. so the change of teacher and students relationship is called-equal

27、 and harmony relationship between teacher and students, student-centered teaching. equal teacher-students relationship is conducive to carry out the student centered teaching method. the relationship between teacher and students is the key point in creating advance language context, it determines th

28、e whole communicating atmosphere in class. what attitude the teacher treats the student directly affects their activeness in participating in the class. equal and harmony relationship between teacher and students will relieve their nervousness, which make an active communication and learners are eag

29、er to be praised by the teachers, which will build up their confidence of english learning; at the same time, they make effort to english learning. so teachers expectation to them is soon transferred into passion, self esteem and confidence. ii. literature reviewa. systemic- functional linguisticssy

30、stemic-functional linguistics is a theory of language centered on notion of language function (pan,2). m.a.k.halliday, who is the founder of systemic-functional linguistics, has develop the ideas stemming from firths theories in the london school( hu, 306 ), holds the view that language is a systemi

31、c resource for expressing meaning in context and linguistics is the study of how people exchange meanings through the use of language(pan,2). his systemic-functional (sf) grammar is a sociological oriented function linguistic approach and one of the most influential linguistic theories in the twenti

32、eth century, having great effect on various disciplines related to language, such as language teaching, sociolinguistics, discourse analysis, stylistics, and machine translation (hu, 306).as the consequent of human social activities, language serves as a tool for human communication and undertakes v

33、arious functions. there are three meta-functions of language in hallidays theory: “the ideational function: language is used to organize, understand, and express our experience of the world and of our own consciousness. the textual function: language is used to relate what is said (or written) to th

34、e real world and to other linguistic events. the interpersonal function: language is used to enable us to participate in communicative acts with other people, to take on roles, and to express and understand feelings, attitudes, and judgment.” according to halliday (hu, 2006; 316), a clause is the si

35、multaneous realization of ideational, interpersonal, and textual meanings. for example,ideationalmaterial processaction/passivethis housewas builtby john smithgoal: affectedprocess:materialactionactor: agent animateinterpersonaldeclarativemood residuesubjectfinitepredicatoradjuncttextualunmarked the

36、methemerheme given newtable 1 : hallidays meta-functionsbecause language serves as a generalized ideational function, we are able to use it for all the specific purposes and types of context which involve the communication of experience. because it serves a generalized interpersonal function, we are

37、 able to use it for the specific forms of personal expression and social interaction. and a prerequisite to its effective operation under both these headings what we have referred to as the textual function, whereby language becomes text, is related to itself and to its contexts of use. without the

38、textual component of meaning, we should be unable to make any use of language at all.all the three meta-functions operate simultaneously in the expression of meanings. the text function, however, is used to realize the interpersonal functions, which means that the most important functions of languag

39、e is interpersonal functions. although halliday is right in stating that each clause reflects the above three meta-functions, just taking one or two special functions in certain language analysis is also acceptable. and the present thesis will concentrate only on one aspect: the interpersonal functi

40、on, or the interpersonal meaning.b. interpersonal meaning1. definition as one of the three meta-functions, the interpersonal function, or the interpersonal meaning, is defined by halliday as a strand of meaning running throughout the text that expresses the writers role relationship with the readers

41、 or the relationship between speakers, and the writers attitude towards the subject matters (halliday, 2000). it refers to people interacting with others, establishing and maintaining relationship with others, expressing their opinions about the world and influencing others behavior by using languag

42、e. the interpersonal components and function represent the meaning potential of the speaker in the process of interaction as a participator. and it is this semantic factor that is employed by the speaker to express his or her attitude and judgment and then exerts influence on listeners opinions and

43、actions. one of the most important functions of interpersonal meaning of language is to set up and maintain social relations (li zhanzi, 2002). 2. realizations in the process of realizing interpersonal meaning, there are several factors are involved. halliday (halliday, 2000) proposes that the inter

44、personal meaning is realized by principle lexical-grammatical system: mood and modality, and the phonological system: key. through the selection of mood structures, various speech roes can be realized and that will reflect the relationship between the speaker and the listener. by modality refers to

45、those intermediate degrees between the positive and negative poles of clauses. also he distinguishes two types of modality: modulation and modalization. modality can not only indicate the speakers attitude towards the proposition or proposal he or she utters, but also reveals some interpersonal fact

46、ors such as the power relationship and social status between the speaker and the listener. the semantic feature of key is not expresses by grammatical structures, but by the “contour” of intonation at the phonological level.3. preview studies about interpersonal meaning to study the interpersonal me

47、aning of a certain discourse seems to be fashionable nowadays. in fact, the interpersonal meaning has long been an object of exploration by many linguists, among whom the functionalists took the lead. linguists of the prague school regarded the communicative function as the primary function of langu

48、age and demonstrated functionalism more in their account of the expressive and interpersonal functions of language (liu runqing, 2002)maccarthy & carter (1994) claimed that in modern linguistic and literary studies we can easily observe a tendency to place greater stress on the interpersonal meaning

49、, variation and negotiable aspects of language in contrast to conventional concerns with the more ideational, content-based and stable relations between forms and meanings. this tendency is the nature result of the development of such a consciousness toward the interpersonal aspect of language use (

50、pan, 6) meta-function. the interpersonal function encompasses the dynamics of the relationship between the speaker and the hearer, and the use of language to express ones attitudes and influence the attitudes or behavior of the hearer. as halliday (1985) points out, the interpersonal function carrie

51、s a heavy semantic load. its lexica-grammatical resources are those of mood and the associated pattern of modality. he studies interpersonal meaning in terms of mood, modality and key, which makes his grammar system neat and concise.highly related to and mainly based on hallidays functional grammar

52、critical discourse analysis (cda) also casts some lights on the study of, mainly the ideological aspect of, interpersonal meaning. it combines the analysis of the linguistic items and language uses of a discourse on micro-level with that of social power, control and ideology on the macro-level, so i

53、t is essentially a kind of sociological analysis (pan, 2007). another view on interpersonal meaning is made up four components. the first is the exchange of negotiation as the heart of the nation of interaction. the second is a specific social context, which influences the nature of the interaction.

54、 the third is how they perceive themselves and the fourth is how they wish to present themselves and what roles they adopt in relation to each other (burton & dimbleby, 87). meanwhile, li zhanzi also makes her contribution to apply functional grammar into discourse analysis. in her work”interpersona

55、l meaning in discourse”, published in 2002, in which both the modality and the syntactic structure of discourse are discussed to explore the interpersonal meaning. and doctor liu (1998), by the study of the narration of “dubliners” by james joyce, found that such syntactic units as adverbs or adverb

56、ial groups, prepositional groups, adverbial clauses, noun groups, verb groups, adjective groups and set phrases could realize the interpersonal meaning.c. preview studies about teacher talksince the 1970s, many scholars have studied teacher talk. previous researches on teacher talk have focused on t

57、empo of speech, intonation, adjustments on the level of vocabulary, syntactic structure and text (ellis, 1985: chaudron, 1988). the research findings of l2 classroom teacher talk summarized by chaudron (1998) shows that the reason why adjust tempo of speech, intonation, level of vocabulary, syntactic structure and text is to provide the learners with comprehensible input.downes(1981) states that in second language acquisition, teacher talk is of double