【作者】 李凤；

【导师】 张绍杰；

【作者基本信息】 东北师范大学 ， 外国语言学及应用语言学， 2006， 硕士

【摘要】 教师话语是决定英语课堂教学成败的决定性因素之一,因此英语课堂教师话语越来越受到研究者和一线教师的关注。多年来,二语习得研究学者们在教师话语这一研究领域取得了重要的丰硕研究成果。早期的研究者对于教师话语的研究大多关注教师话语和教师提问的语音和句法特征。本研究主要是以关联理论为基础,从认知语用的角度来分析英语课堂中的教师与学生之间的课堂交互。本研究基于关联理论的基本原则对于教师课堂话语这一语言现象进行分析,目的在于证明关联理论对教师与学生之间的课堂交互具有成功的解释力。通过在关联理论框架下分析教师课堂话语,本研究发现教师与学生之间的课堂交互从本质上说是一个教师与学生之间寻求最佳关联的明示-推理的交际过程。而影响教师与学生之间课堂交互的因素主要包括:外语课堂教学环境中的交际双方认知环境的互明、课堂交际所取得的语境效果、付出的努力、以及关联性。此外,作者基于此分析,针对如何取得成功的课堂交际和外语教学提出了一些可行性建议。更多还原

【Abstract】 Teacher talk is viewed as one of the decisive factors of success or failure in classroom teaching, and as a result, more and more researchers and teachers have paid their attention to teacher talk. It has been one of the most important and productive areas of research in SLA. Early studies of teacher talk focused on the phonological and syntactic features of teacher speech and teacher questions. Based on the basic principles of Relevance Theory, the present thesis has focused on the teacher-student interaction in form of question-answer in language classrooms and tried to analyze teacher talk under the framework of Relevance Theory to prove that Relevance Theory is able to provide an explanation for teacher talk in teacher-student interaction. Through the analysis, we have found that teacher-student interaction, from a cognitive pragmatic point of view, is by nature a process of searching for optimal relevance and Ostensive-Inferential communication between teacher and students. In addition, the current thesis has discussed some factors that affect successful teacher-student interaction,such as mutual manifestness, cognitive environments, contextual effect, processing effort and relevance in teacher-student interaction. Based on the analysis, this thesis proposes some pedagogical implications for successful teacher talk and teacher-student interaction in EFL context.更多还原