數量準則下英語教師用語的研究_英語論文.doc
文檔分類: 英語論文 文檔上傳會員:Tyler 上傳時間:2019-11-22
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數量準則下英語教師用語的研究_英語論文

A Research of English Teacher Talk from the Perspective of Quantity Maxim

摘要

隨著國內課堂教學的發展以及社會對英語人才需求的增長,人們高度提倡發展英語教育并提高英語教育的質量,這就要求英語教師需要具備高質量的教師用語的能力。然而,對于正在發展中的教學體系以及學生的熱切期望,英語教師課堂用語的質量還有待提高。英語課堂中,所有關于教學的單詞和句子都必須表達得準確到位,貼近實際。這意味著教師在教學中必須遵循數量準則——會話合作原則中的準則之一。然而在某種程度上,相較于數量準則中的要求,一些教師課堂用語的表達要么過于拖沓,要么過于簡短,因此違反了數量準則。本文探尋英語教師用語與數量準則之間的關系,并找出影響教師用語違反數量準則的因素以及一些適用于提高教師課堂用語質量的方法。本文經分析發現,教師用語受文化因素、社會因素、個人因素的影響。因此,結合這三個因素,本文從數量準則角度提出三個可行的策略。

關鍵詞:英語教師用語;合作原則;數量準則;影響因素;改進策略

Abstract

With the development of classroom teaching in domestic area, English education has been highly advocated and improved because of the increasing social demand for English talents, which requires a high quality of English teacher talk. But compared with the earnest hope from students, the quality of teacher talk can hardly adjust to the developing teaching system. In English classroom, all the words and sentences involved in teaching should be expressed in a proper degree of information. That means teachers should observe the quantity maxim, one of the maxims of Cooperative Principle. But in some ways, some teachers offer more or less information than the quantity that is needed, which causes the violation of quantity maxim. This paper explores the relations between English teacher talk and quantity maxim, probing into some factors which affect the violation of quantity maxim in teacher talk and puts forward some feasible strategies for improvement. It has been revealed that teacher talk is affected by culture factor, social factor and personal factor. Therefore combined with these three factors, three feasible strategies are proposed in the light of quantity maxim.

Keywords: English teacher talk; Cooperative Principle; quantity maxim; affecting factors; strategies for improvement

Contents

1. Introduction 1

2. Literature Review 2

2.1 Teacher talk 2

2.2 Cooperative Principle and quantity maxim 2

2.3 Related research 3

3. The Relation between Teacher talk and Quantity Maxim 4

3.1 Observation of the maxim of quantity in teacher talk 4

3.2 Violation of the maxim of quantity in teacher talk 5

4. Factors Affecting The Violation of Quantity Maxim in Teacher Talk 9

4.1 Cultural factors 9

4.2 Social factors 10

4.3 Personal factors 11

5. Strategies for the Improvement of Teacher Talk 11

5.1 Getting rid of the stereotypes 11

5.2 Meeting with the students’ needs 12

5.3 Acquiring more cultural background knowledge of English 12

6. Conclusion 13

Works Cited 14


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