模糊語(yǔ) 教師模糊語(yǔ) 語(yǔ)用功能 影響因素 大學(xué)英語(yǔ)課程論文

1、 模糊語(yǔ)論文：大學(xué)英語(yǔ)教師言語(yǔ)中模糊語(yǔ)的語(yǔ)用功能研究【中文摘要】本文通過(guò)對(duì)在師生間展開(kāi)的關(guān)于教師模糊語(yǔ)背景知識(shí)、具體語(yǔ)用功能以及影響因素三方面的調(diào)研所得數(shù)據(jù)進(jìn)行定量分析和定性描述,從語(yǔ)用功能角度著手對(duì)中國(guó)環(huán)境下的大學(xué)英語(yǔ)課堂教師模糊語(yǔ)進(jìn)行實(shí)證研究,以期使得教師在授課過(guò)程中提高模糊語(yǔ)的使用策略。本文以西安工業(yè)大學(xué)非英語(yǔ)專業(yè)學(xué)生的英語(yǔ)教師以及2008級(jí)和2009級(jí)非英語(yǔ)專業(yè)學(xué)生為研究對(duì)象,首先通過(guò)對(duì)在師生間進(jìn)行的訪談進(jìn)行定性描述和對(duì)問(wèn)卷中關(guān)于模糊語(yǔ)背景知識(shí)部分所得數(shù)據(jù)進(jìn)行定量分析,探析大學(xué)英語(yǔ)教師模糊語(yǔ)的使用現(xiàn)狀和現(xiàn)存研究的不足；其次通過(guò)對(duì)英語(yǔ)教師真實(shí)課堂錄音所得語(yǔ)料進(jìn)行轉(zhuǎn)寫和描述,詳細(xì)分析施奈爾

2、(2000)提出的十點(diǎn)模糊語(yǔ)的一般語(yǔ)用功能在大學(xué)英語(yǔ)教師各個(gè)具體教學(xué)環(huán)節(jié)中的實(shí)際應(yīng)用情況,從而證實(shí)模糊語(yǔ)的一般語(yǔ)用功能在教師模糊語(yǔ)中的適用性；此外通過(guò)對(duì)問(wèn)卷調(diào)查和課堂錄音中關(guān)于模糊語(yǔ)一般語(yǔ)用功能使用頻度的數(shù)據(jù)以及影響教師模糊語(yǔ)使用的因素的數(shù)據(jù)進(jìn)行定量統(tǒng)計(jì),本文嘗試為教師模糊語(yǔ)語(yǔ)用功能的重要性進(jìn)行排序,同時(shí)從課程、教師以及學(xué)生三方面對(duì)影響教師模糊語(yǔ)使用的因素進(jìn)行歸納提煉。最后,基于之上的重要性排序和影響因素分析,本文試圖提出提高大學(xué)英語(yǔ)課堂教師模糊語(yǔ)使用質(zhì)量的有效策略。.【英文摘要】This thesis probes into the pragmatic functions of vague

3、teacher talk in Chinese college English classroom (CCEC) by way of conducting quantitative and qualitative studies on data deprived from empirical collection. The researches cover wide spheres of vague teacher talk including its background information, pragmatic functions as well as acting factors w

4、hich influencing its application with the purpose of summarizing the implications for teachers of English to improve their strategies of employing vague la.【關(guān)鍵詞】模糊語(yǔ) 教師模糊語(yǔ) 語(yǔ)用功能 影響因素 大學(xué)英語(yǔ)課程【英文關(guān)鍵詞】Vague language Vague teacher talk Pragmatic function Influential factor College English classroom【目錄】大學(xué)英語(yǔ)教

5、師言語(yǔ)中模糊語(yǔ)的語(yǔ)用功能研究ABSTRACT3摘要4-8LIST OF ABBREVIATIONS8-9CHAPTER INTRODUCTION9-161.1 Research background9-111.2 Research objectives11-121.3 Significance of the research12-141.3.1 Theoretical significance131.3.2 Practical significance13-141.4 Overall structure of the thesis14-16CHAPTER LITERATURE REVIEW16

6、-402.1 Fundamental concepts of vague language and relevant theories16-232.1.1 Basic concepts of vague language16-192.1.2 Related theories to vague language19-232.2 Current research on vague language abroad and home23-312.2.1 Existing research on vague language abroad24-272.2.2 Existing research on v

7、ague language in China27-312.2.3 Contributions and limitations of previous researches312.3 Common pragmatic functions of vague language31-402.3.1 Giving the right amount of information32-332.3.2 Withholding information deliberately33-342.3.3 Using language persuasively342.3.4 Filling lexical gaps34-

8、352.3.5 Lacking specific information352.3.6 Realizing displacement35-362.3.7 Self-protecting362.3.8 Balancing power and politeness36-372.3.9 Creating informality and atmosphere37-382.3.10 Indicating feminality38-40CHAPTER DATA COLLECTION AND METHODOLOGY40-503.1 Brief introduction to the research40-4

9、13.2 Research questions413.3 Data collection41-503.3.1 Preliminary interviews42-433.3.2 Questionnaires43-473.3.3 Tape recording47-50CHAPTER ANALYSES AND FINDINGS50-844.1 General situation of the application of vague teacher talk in CCEC50-544.1.1 The necessity of exploring the general situation in C

10、CEC50-514.1.2 The analyses and findings from interviews51-524.1.3 The analyses and findings from questionnaires52-534.1.4 The summary on the general situation in CCEC53-544.2 Application of vague teacher talk in every teaching process of CCEC54-674.2.1 Leading in55-564.2.2 Asking questions56-584.2.3

11、 Answering questions58-594.2.4 Giving and explaining lectures59-624.2.5 Making comments and summaries62-644.2.6 Persuading64-654.2.7 Evaluating65-674.3 Key pragmatic function of vague teacher talk in CCEC67-734.3.1 The analyses and findings from questionnaires67-694.3.2 The analyses and findings fro

12、m tape recording69-724.3.3 The summaries on key pragmatic function72-734.4 Analyses on the factors which influencing teachers use of vague language in CCEC73-804.4.1 The analyses and findings from questionnaires74-774.4.2 The analyses and findings from tape recording77-784.4.3 The summaries on key influential factors78-804.5 Suggestions on teachers use of vague language in CCEC80-84CHAPTER CONCLUSION84-895.1 Major finding and implications84-875.1.1 Major finding84-855.1.2 Implication to the studies on vague language85-