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研究生课堂师生互动个案研究
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Abstract:
现阶段，研究生课堂及师生互动的会话分析研究相对较少，且单一的会话分析并不能满足全面的课堂话语分析。因此，本研究结合会话分析研究方法和课堂语部分析框架，对研究生阶段的社会语言学课堂对话进行了详细的分析，旨在发现研究生课堂师生互动的特点，以及在这一学习阶段课程的差异或独特性。研究发现，在师生互动话轮转换中，存在沉默及话语重叠现象，但在大多数情况下，话语重叠却反映了教师和学生之间的积极互动，因为对话的参与者希望积极促进对话，而当沉默出现时，通常是教师尽最大努力推进课堂进程，改变这种消极互动。此外，管理模式和材料模式是主要的课堂模式，且两者往往交织在一起。研究还发现，在这些模式下，教师所使用的语言是有独特特点的，教师解释知识点的方式不是枯燥的陈述，而是有自己独特的节奏，具体体现在设问和巧妙提问上，主讲部分的展开往往是随机性的发挥，这可以极大地拉近师生之间的距离。此外，教师引导语中也有许多幽默的表达，反映了教师在教学过程中的情感投入。
There are relatively few studies on conversation analysis in graduate classroom and teacher-student interaction. Also, the single conversation analysis method cannot meet the comprehensive classroom conversation analysis currently. Therefore, this study combines the method of conversation analysis and the framework of class mode to provide a detailed analysis of the course of sociolinguistics. The aim is to discover the features of teacher-student interaction in graduate classrooms, as well as the difference or uniqueness of the courses in this learning phrase. It is found that there exists turn silence and turn overlap in teacher-student interaction, but in most occasions, turn overlap reflects a positive interaction between the teacher and the student because participants in the conversation want to actively promote the dialogue, and when turn silence appears, usually it is the teacher who tries his best to move the class forward and change this negative interaction. Besides, the managerial mode and material mode are the main class modes, which are often interwoven. And it is also found that the characteristics of language used by the teacher under these modes are unique, the teacher explains knowledge points not in a boring statement way, but has unique rhythm of his own, which is specifically embodied in the use of hypothetical questions and smart questioning, and the development of the main part tends to be a result of random play, which can greatly narrow the distance of the teacher and the students. Also, there are many humor expressions of the teacher’s guidance words, which reflects teacher’s great emotional involvement in the teaching process.
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