摘要
教师课堂话语对课堂教学效果以及师生关系是否融洽起到关键作用,教师课堂话语意识决定其课堂话语内容。本研究通过调查问卷以及SPSS17.0对教师课堂话语语类意识、话语人际意义意识以及人际意义实现策略等方面与学生所认同的教师话语进行定性定量对比,得出教师话语语类意识较为欠缺、人际意义意识过强以及人际意义实现策略等方面有待加强等结论。
Teachers＇ awareness of their classroom discourse that plays a key role in the class efficiency and teacher-student re- lationship determines teachers＇ classroom discourse. Based on the data from the questionnaire and SPSS17.0, teachers＇ classroom discourse awareness is analyzed quantitatively and qualitatively in contrast with students＇ ideal classroom discourse. The paper comes to the conclusion that teachers＇ awareness of classroom genre is weak, their awareness of discourse interper- sonal metafunction is stronger than students＇ expectation, and strategies to improve teacher-student relationship should be strengthened.
出处
《西安外国语大学学报》
CSSCI
2015年第2期70-73,共4页
Journal of Xi’an International Studies University
基金
济南大学外国语学院院级项目"功能语言学视角下教师课堂话语意识调查研究"(项目编号:WYJY201401)的部分成果
山东省社科规划外语专项"中国英语学习者在线写作中的时间特征研究"(项目编号:13CWJJ29)以及"二语习得过程中的大学英语写作僵化现象研究"(项目编号:14CWXJ41)的资助
关键词
功能语言学
教师课堂话语意识
问卷调查
functional linguistics
teachers＇ awareness of classroom discourse
questionnaire
