高中英语新手与熟手教师课堂模糊限制语的类型与形式使用对比研究

发布时间：2021-05-14 03:03

　　模糊限制语在人们的交际用语中和书面用语中都广为存在,是交际中的普遍现象。Lakoff（1972）将模糊限制语定义为把事情弄得模模糊糊的词语。何自然（1985）将模糊限制语分为变动型模糊限制语和缓和型模糊限制语。并且模糊限制语还以不同的形式出现,如形容词或副词、词缀、方式或程度状语以及句子等（Zadeh,1971）。在语言教学中,模糊限制语的使用能够减少教师表达的武断性,增强课堂话语传达的准确性,有助于师生之间的良性互动,从而提高课堂的教学效果,并促进学生的语言运用及表达能力。因此,本研究主要调查并对比研究高中英语课堂中新手与熟手教师模糊限制语使用的类型及形式,以及使用的频率,从而帮助高中英语教师在课堂上更有效地使用模糊限制语,提高教学效果。本研究以Krashen的语言输入理论、面子理论为理论基础,采用了课堂录音与访谈的研究方法,探讨研究以下两个问题:（1）高中英语新手教师与熟手教师在课堂中使用了哪些类型与形式的模糊限制语?使用的频次如何?（2）高中英语新手与熟手教师课堂模糊限制语的使用有何异同?本研究以伊宁市X中学高二年级的4名英语教师为研究对象,其中新手教师2名,熟手教师2名。作者对... 

【文章来源】：伊犁师范大学新疆维吾尔自治区

【文章页数】：64 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
        1.2.1 Academic Significance
        1.2.2 Practical Significance
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Relevant Concepts
        2.1.1 Hedges
            2.1.1.1 Definition of Hedges
            2.1.1.2 Types of Hedges
            2.1.1.3 Linguistic Forms of Hedges
        2.1.2 Novice Teachers and Experienced Teachers
    2.2 Theoretical Basis
        2.2.1 Krashen’s Input Hypothesis
        2.2.2 Face Theory
    2.3 Researches on Hedges Abroad and at Home
        2.3.1 Researches Abroad
        2.3.2 Researches at Home
        2.3.3 Limitations of Previous Researches
Chapter Three Research Design
    3.1 Research Aim
    3.2 Research Questions
    3.3 Research Subject
    3.4 Research Instruments
        3.4.1 Classroom recording
        3.4.2 Interview
    3.5 Research Procedure
        3.5.1 Recording
        3.5.2 Transliteration
        3.5.3 Interview
        3.5.4 Data Collection and Analysis
Chapter Four Results and Discussion
    4.1 Analysis on the Types and Forms of Hedges Used in English Classroom Discourse in Senior High School
        4.1.1 Analysis on the Types of Hedges
            4.1.1.1 Types of Hedges Used in High School English Classroom Discourse
            4.1.1.2 Frequency of Different Types of Hedges Used in High School English Classroom Discourse
        4.1.2 Analysis of the Forms of Hedges Used in Senior High School English Classroom Discourse
            4.1.2.1 Forms of Hedges Used in High School English Classroom Discourse
            4.1.2.2 Frequency of Different Forms of Hedges in High School English Classroom Discourse
        4.1.3 Summary
    4.2 Comparative Analysis on the Types and Forms of Hedges Between Novice and Experienced Teachers
        4.2.1 Comparative Analysis on the Types of Hedges Between Novice and Experienced Teachers
        4.2.2 Comparative Analysis on the Forms of Hedges Between Novice and Experienced Teacher
        4.2.3 Summary
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations of Research
    5.4 Suggestions for Future Research
Reference
Appendix 1 Interview for teachers
Appendix 2 Interview corpus
Appendix 3 Class recording corpus
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