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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2024-08-30编辑:vicky点击率:24
论文字数:论文编号:org202408281000471679语种:英语 English地区:中国价格:$ 66
摘要:本文是一篇英语教学法论文,本研究基于多模态语用学,运用会话分析方法,选取12节国家级共享资源课程作为语料,使用多模态标注软件ELAN和语音分析软件PRAAT对视频转写,并深入观察分析。
4.3 Research Instruments .............................. 23
Chapter 5 Multimodality and Pragmatic Strategies Employed in T-S Disagreement .............. 29
5.1 The Realization of T-S Disagreement ...................... 29
5.1.1 Verbal Modalities Employed in T-S Disagreement .................... 29
5.1.2 Nonverbal Modalities Employed in T-S Disagreement ............. 33
Chapter 5 Multimodality and Pragmatic Strategies Employed in T-S Disagreement
5.1 The Realization of T-S Disagreement
On the basis of the Rees-Miller (2000) and Zhou and Huang (2013), combined with the data used, the researcher came up with the classification criteria of this study and divided the various disagreement strategies into two categories. The first type is mitigated disagreement, including eleven sub-categories such as grudging agreement. The second category is aggravated disagreement, which is divided into four sub-categories, such as negation and refutation. The category definitions and linguistic markers are shown in Tab. 5-1.
Mitigated disagreement means that the speaker admits the existence of multiple voices and viewpoints, not giving full affirmation to the proposition, and providing sufficient room for negotiation. Aggravated disagreement means that, under the premise of realizing the existence of multiple voices and viewpoints, they have confidence in the proposition and choose to actively shrink or close the dialogue space with the listener through different forms of intensifiers.
Chapter 6 Conclusion
6.1 Major Findings
Firstly, the present study is devoted to the strategies employed by Chinese university English teachers and students in T-S disagreements. The analysis suggests that teachers do use disagreement in the classroom but mitigated or aggravated disagreement multimodal strategy (contrasting Holtgraves (1997) and Rees-Miller (2000) and confirming with Netz and Lefstein’s (2016) US-based observations). On the basis of the data collection of the present study, it can be noted that participants also employ combinations of aggravated or mitigated disagreement to express opposite ideas. The Chinese context has developed norms that, at present, require teachers to mitigate disagreements in order to minimize any potential threat to students’ face, keeping students engaged and motivated. In addition, some aggravated strategies seem to be directed at mitigating any damage to the teacher’s own negative face and reinforce their knowledge-based role. Based on the Hofstede’s dimensions of culture, the culture orientation of T-S disagreement is discussed.
Secondly, the findings show that it is not enough to analyze linguistic markers to understand disagreement. Including nonverbal modality in the analysis provides a better indication of T-S disagreement, and understanding of the T-S disagreement was improved by placing it within Chinese higher education classroom context. Teachers mitigate or aggravate disagreement through a series of verbal modality, but also through nonverbal modality, such as nods, to encourage students to continue interacting. The relation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。