高中英语教师对话语标记语的感知的个案研究
发布时间：2023-04-29 19:48
话语标记语被看作是成功交流中必不可少的一部分。同样,话语标记语在英语教学中也发挥着重要的作用。作为教师话语的关键部分,话语标记语对解释说明教师的话语有很大的作用,并且,教师合理准确地使用话语标记语能够使他们的话语更连贯、更容易被理解。然而,相关研究都集中在话语标记语的语用价值上,而其教学价值受到的关注较少。因此,本研究旨在从以下三个方面来调查高中英语教师对话语标记语的感知情况:话语标记语的语用价值、教学价值和话语标记语的课堂呈现形式。本论文的研究问题有三个:第一、高中英语教师如何看待话语标记语的语用价值和教学价值?第二、高中英语教师认为话语标记语在课堂中应如何呈现?第三、在实际教学中,高中英语教师是如何呈现话语标记语的?本研究采用调查问卷和访谈两种研究工具。首先,本研究对成都某所学校的20名高中英语教师进行问卷调查,借助SPSS软件,采用因子分析的方法,从45个原始变量中提取出7个因子,并计算出每个变量的平均值和标准差,以此来分析教师对话语标记语的感知情况。其次,本研究对随机抽取的6名教师进行访谈,梳理了教师对话语标记语的教学价值以及课堂呈现形式的看法。研究结果表明:第一,教师意识到了...
【文章页数】：87 页
【学位级别】：硕士
【文章目录】：
摘要
ABSTRACT
Chapter One Introduction
1.1 Research Background
1.2 Significance of the Research
1.3 Layout of the Research
Chapter Two Literature Review
2.1 Two Key Concepts
2.1.1 The Concept of Perception
2.1.2 The Concept of Discourse Markers
2.2 Introduction to Discourse Markers
2.2.1 Classifications of Discourse Markers
2.2.2 Characteristics of Discourse Markers
2.2.3 Functions of Discourse Markers
2.3 Theoretical Approaches to Discourse Markers
2.3.1 The Coherence-based Approach
2.3.2 The Pragmatic Approach
2.4 Empirical Studies on Discourse Markers
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Research Instruments
3.3.1 Questionnaire
3.3.2 Interview
3.4 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 Teachers’Perceptions towards the Pragmatic and Pedagogic Value of Discourse Markers
4.1.1 Pragmatic Value of Discourse Markers
4.1.2 Dispensable Value of Discourse Markers
4.1.3 Pedagogic Value of Discourse Markers
4.2 Teachers’Perceptions towards the Way of the Representation of Discourse Markers in English Classrooms
4.2.1 Identification with the Native Speaker Norm
4.2.2 Acceptance of the Local Usage
4.2.3 Prioritizing Teaching Discourse Markers for Receptive Purposes
4.3 Teachers’Perceptions towards the Actual Representation of Discourse Markers in English Classrooms
4.4 Summary of English Teachers’Perceptions towards Discourse Markers for Seven Factors
Chapter Five Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations of the Study
5.4 Suggestions for Future Study
Bibliography
Appendices
Acknowledgements
本文编号：3805630
【文章页数】：87 页
【学位级别】：硕士
【文章目录】：
摘要
ABSTRACT
Chapter One Introduction
1.1 Research Background
1.2 Significance of the Research
1.3 Layout of the Research
Chapter Two Literature Review
2.1 Two Key Concepts
2.1.1 The Concept of Perception
2.1.2 The Concept of Discourse Markers
2.2 Introduction to Discourse Markers
2.2.1 Classifications of Discourse Markers
2.2.2 Characteristics of Discourse Markers
2.2.3 Functions of Discourse Markers
2.3 Theoretical Approaches to Discourse Markers
2.3.1 The Coherence-based Approach
2.3.2 The Pragmatic Approach
2.4 Empirical Studies on Discourse Markers
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Research Instruments
3.3.1 Questionnaire
3.3.2 Interview
3.4 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 Teachers’Perceptions towards the Pragmatic and Pedagogic Value of Discourse Markers
4.1.1 Pragmatic Value of Discourse Markers
4.1.2 Dispensable Value of Discourse Markers
4.1.3 Pedagogic Value of Discourse Markers
4.2 Teachers’Perceptions towards the Way of the Representation of Discourse Markers in English Classrooms
4.2.1 Identification with the Native Speaker Norm
4.2.2 Acceptance of the Local Usage
4.2.3 Prioritizing Teaching Discourse Markers for Receptive Purposes
4.3 Teachers’Perceptions towards the Actual Representation of Discourse Markers in English Classrooms
4.4 Summary of English Teachers’Perceptions towards Discourse Markers for Seven Factors
Chapter Five Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations of the Study
5.4 Suggestions for Future Study
Bibliography
Appendices
Acknowledgements
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