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Chapter One Introduction

1.1 Research Purpose
Recently，there is a global fashion of studying semiotics, the study of signs. Classroom teaching is clearly full of signs, and should be included in the study of semiotics. Narrative analysis and narrative theories are regarded as the core part of semiotics, thepurpose of which is the study of meaning. Only on the level of narrative can meaning gainfull representation. We apply narrative theories to a text，which can lead a reader to understand the text'smeaning and the author's intention and which can effectively improve the reader's comprehension and aesthetic appreciation on the works and which makes the aesthetic layer of the narrative work rise from appreciative layer to critical and creative layer, andwhich cultivates the reader's dissipated thinking and creative thinking (Duan，2005; 105). This thesis attempts to establish a new model in classroom language teaching, by treating the whole classroom as a semiotic text and classroom discourse as the verbalwords which fill the classroom. It borrows Greimas'ss Narrative Grammar as the theoretical background, which is originally used to analyze literary works in the written form. As a brand-new trial in treating classroom as a text, the study aims to better serve thefurther researches on classroom discourse.

最近，有一个全球时尚的符号学研究，研究的标志。课堂教学是清晰完整的标志，并应包含在符号学的研究。叙事分析和叙事理论被视为符号学的核心部分，其目的是研究的意义。只有在叙事水平意义得到充分的代表性。我们申请的叙事理论到一个文本，它可以导致一个读者来理解文字的含义和作者的意图和它可以有效地提高读者的理解和审美的作品，并使得从欣赏的层审美的叙事工作上升层层批判性和创造性，培养读者的消散思维和创造性思维（2005年段，105）。本文试图建立一种新的模式，在课堂语言教学，治疗整个教室作为一种符号的文本和口头的话，填补了课堂的课堂话语。它借用格雷马斯的叙事语法的理论背景，这是原本是用来分析文学作品的书面形式。在治疗教室作为文本作为一个全新的试验，研究，旨在更好地服务于课堂话语的进一步研究。

1.2 Research Significance
The present research is of great significance both in theory and in practice.
(1) In theory, it enriches the Greimasian Narrative Grammar by applying a theorysummarized from a large number of literary works many years ago into the field ofclassroom, which has never been analyzed in this way.
(2) In practice, it enlightens us in language teaching by demonstrating the respectiveroles of students as the Subject and the teacher as the Helper and constructing a new modelof language teaching from the perspective of students.

1.3 Research methodology
The audio recordings were transcribed in detail collaboratively using the methodologyof conversation analysis. (See Appendix for a sample). The following transcriptionnotations were used (See Tsui, 2000).
Transcriptions of the audio-recorded classes constitute the data of this study. Althoughhere we only select two classes as the studying objects, these two are carefully selected tothe best benefit of the study as a positive and a negative example through contrast.However, due to the deficiency in the selection of materials, the author cannot avoidsubjectivity in the thesis. To fill in the lack of adequate communication with these twoteachers, this thesis presents the curriculum design at the Appendix part, which can fullyshow how and why teachers arrange classes in this way.The two teaching cases are selected carefully from one National English ClassroomTeaching Contest of Middle School. On consideration of the distinct features of juniorEnglish classroom, where the teacher's dominance still prevail sometimes, as well as the2 creativity of junior students with little intervene of former learning本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。