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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:21
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。
本文是一篇英语教学法论文,本研究旨在探究师生异议中师生运用的语言和非语言模态资源,探讨教师如何通过调动现有多模态资源在课堂语境中运用异议语用策略,培养学生批判思维能力,提升学生创新能力,调动学生科学探究积极性。
Chapter 1 Introduction
1.1 Background of the Study
Disagreement has been studied since the early 1970s. There is a growing body of literature that recognizes the importance of disagreement. In traditional politeness theories, disagreements are face-threatening acts, regarded as dispreferred options from a conversation analysis approach. However, in the classroom context, specifically in language education, it is often necessary for teachers to disagree with students, and students can convey different views (Ozieblo, 2018). Disagreement can generate more constructive, sincere discussions among speakers and thus be effective in constructing new ideas and knowledge. Speech act of disagreement may provide students with space for learning and for developing pragmatic competence. It is crucial that researchers and educators take a more inclusive or even positive view of disagreement in classrooms rather than automatically assigning disagreements as negative or dispreferred actions. To date, many researchers have analyzed the student-student disagreement. However, the study of T-S disagreement is less explored in China.
Disagreement in the classroom context has not been widely studied. Most classroom-based research is based on traditional politeness theories or conversation analysis. However, disagreements are often mitigated linguistically, and they are then communicated via other forms of nonverbal communication, for instance, head movements or hand gestures (Lopez-Ozieblo, 2018). Various semiotic resources need to be taken into account to allow for a complete interpretation of the communicative act (Cienki, 2017). Therefore, it is extremely difficult to ignore the existence of multimodality in the study of disagreement. Disagreement must be analyzed from a multimodal perspective to see how these verbal and nonverbal modalities contribute to T-S disagreement.
1.2 Purpose and Significance of the Study
1.2.1 Research Purpose
This study aims to explore the pragmatic strategies employed in classroom, multimodalities resources of T-S disagreement in Chinese university English classroom and construct a localized multimodal pragmatic model of T-S disagreement. Through multimodal conversation analytic study of EFL lessons, the study aims to achieve the following objectives.
1. To focus on how the verbal and nonverbal modalities interact in the realization of pragmatic strategies in T-S disagreement.
2. To analyze the pragmatic strategies in T-S disagreement employed by teachers and students.
3. To construct a multimodal pragmatic model of T-S disagreement in the classroom and provide some enlightenment for language teaching.
1.2.2 Theoretical Significance
This study analyzes the pragmatic strategies based on naturally occurring T-S disagreement from Chinese university English classroom. It constructs a localized teacher-student disagreement model from multimodal pragmatics in Chinese university English classroom. This study also offers a microscopic analysis of teacher-student interaction process and clarifies the detailed pragmatic functions of disagreements.
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