提高英語課堂教學的課堂話語分析_英語論文
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提高英語課堂教學的課堂話語分析_英語論文

A  Pragmatic Analysis of Classroom Dialogue in Advanced English Course

摘要

教育,在現代和后現代社會中變得越來越復雜和復雜。人們不斷地抱怨教育的困難,也不知道它會導致什么。幸運的是,許多理論家和實踐者已經開發出了情感教育的理論和方法。

筆者注意到哈貝馬斯批判的方法可以揭示課堂教育的困惑的現代主義為我們提供了尋求“最低限度的合理性的能力”。它可以為現代課堂教學帶來希望,特別是對課堂話語的工具理性的限制。同時,也可為我國的基礎教育課程,促進以話語為中心的教學提供參考。

本文旨在把哈貝馬斯的規范語用學與英語課堂話語相關聯,分析課堂對話,并對其適用性、特殊性、局限性和希望尋找出路,以期對現代主義課堂話語進行分析,提高課堂教學的理論體系。

關鍵詞:規范語用學;英語課堂對話;跨文化教學設計

Abstract

Education is becoming more complex and sophisticated in the modern and post-modern society. People constantly complain about the difficulties of education and do not know what it leads to. Fortunately, many theorists and practitioners have developed theories and methods of emotional education. 

The author notes that Habermas Criticism of the method can reveal confusion classroom education modernist and provide us a way to seek “reasonable minimum of ability”. It can bring hope to the modern classroom teaching, especially restrictions on classroom discourse of instrumental rationality. At the same time, it can also provide teaching reference for our country's basic education curriculum and discourse centered .

The article is attempted to apply the theoretical basis to the analysis of classroom dialogue , the Habermas normative pragmatic learning thoughts and English classroom dialogue linked, the pragmatic norms to discuss the relationship between thought and dialogue in the classroom, for example, appropriateness, particularity, bureau. In order to analyze classroom discourse of modernism and achieve the effectiveness of classroom dialogue in advanced English classroom dialogue.

Key words: normative pragmatics; English classroom dialogue; intercultural teaching design

Contents

Introduction 1

1. Literature Review 2

1.1 Perspective of Normative Pragmatics 2

1.2 Point of View of the Ability to Act 3

1.3 Effectiveness of the of the Non - standard Classroom Dialogue Criticism 3

2. Objectives of Classroom Dialogue 4

2.1 Class Dialogue Goal: Self Identity to Different Social Identity 4

2.2 Reflection on the Subject 5

2.3 Identity Consciousness and Behavior Rules 5

3.An analysis of Classroom Dialogue from the Perspective of Normative Pragmatics 6

3.1 Teacher and Student's Speech Action 6

3.2 Roles of Teachers in Classroom Dialogue: Participants and Observers 7

3.3 Particularity of Classroom Dialogue 8

3.4 Interpretation of Classroom Dialogue Using Patterns from the "IRE" structure 9

Conclusion 10

References 12



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