英语课堂教师英汉语码转换实证探讨

我们生活在一个多国度多语言的世界,使用两种语言进行交际的现象普遍存在。交际过程中人们在两种语言中进行语码转换也就成了非常普遍的社会语言现象。自20世纪60年代以来,国外很多学者就对外语教师的课堂话语中是否应该语码转换进行了研究和论证。我国外语界也有相关的争论,但研究有待进一步深入。本研究关涉的是大学英语课堂教师英汉语码转换现象。本研究在JefVerschueren(1999)的语言顺应论的基础上,运用于国栋提出的语码转换顺应性模式(2001)从语用学的角度来分析大学英语课堂教师英汉语码转换,重点探讨顺应性。本文通过对南通某大学英语系5名英语教师及其所教班级的学生进行课堂观察,录音,访谈及其问卷收集大量资料进行分析研究。对材料进行分析后,发现了教师课堂语码转换的一些规律。首先,英语教师课堂中都普遍采用形式多变的语码转换。其次,教师语码转换都是为了顺应某种教学目标:语言现实,教师角色以及教师的心理动机。通过观察,大多数学生对教师适时适量的母语表示欢迎,以为|教育论文网|有助于促进理解,分析较难的语法结构,调节课堂气氛等。总之,母语作为中间载体,在外语教学中起着不可忽视的作用。【关键词】：语码转换顺应语言现实心理动机
【论文提纲】：Acknowledgements3-4ABSTRACT4-5摘要5-8ChapterOneINTRODUCTION8-121.1Backgroundofthestudy8-91.2RationaleofthePresentStudy91.3ObjectiveofthePresentStudy9-101.4OverallStructureoftheStudy10-12ChapterTwoLITERATUREREVIEW12-342.1SomeRelatedTerms12-182.1.1Code12-132.1.2Codeswitching13-182.2MainLinguisticApproachestotheStudyofCodeswitching18-232.2.1Sociolinguisticstudies19-212.2.2Psycholinguisticstudies21-222.2.3Conversational-analyticstudies22-232.2.4Pragmaticstudies232.3ResearchesonClassroomCodeswitching23-272.3.1Researchesabroad24-262.3.2Researchesathome26-272.4TheConceptualFramework27-342.4.1Verschueren’sLinguisticAdaptation27-312.4.1.1Languagechoices282.4.1.2Variability,negotiabilityandadaptability28-292.4.1.3Frameworkofadaptationtheory29-312.4.2YuGuodong’sDevelopmentalModel31-322.4.3FrameworkofthePresentStudy32-34ChapterThreeMETHODOLOGYANDDATACOLLECTION34-393.1ResearchQuestions34-353.2Subjects35-363.2.1Students353.2.2Teachers35-363.3Instruments36-383.3.1Designofquestionnaire36-373.3.2Teachers’audio-recordings373.3.3Interview373.3.4Students’band4scores37-383.4ProcedureandDataCollection38-39ChapterFourDISCUSSIONSOfTheResults39-464.1DiscussionsoftheResultsoftheObservation39-424.1.1DistributionofChineseandEnglishusedbyteachersinEFLclassroom39-404.1.2FeaturesofteacherscodeswitchinginEFLclassroom40-414.1.3DistributionofChinese/EnglishusedbystudentsinEFLclassroom41-424.2FrequencyAnalysisoftheResultsofStudentsQuestionnaires42-444.3DiscussionsoftheResultsofTeachers’Interview44-46ChapterFIVEPRAGMATICADAPTABILITYOFTEACHERS’ENGLISH/CHINESECODESWITCHING46-615.1MotivationsofChinese/EnglishCodeswitchinginEFLClassroom46-595.1.1Teachers’codeswitchingasadaptationtothelinguisticreality46-485.1.2Teachers’codeswitchingasadaptationtoteachers’role48-535.1.3Teachers’codeswitchingasadaptationtopsychologicalintentions53-595.2Summary59-61ChapterSixCONCLUSION61-646.1SummaryofFindings61-626.2LimitationsandSuggestionorFurtherStudy62-64References64-69Appendix69-72