话语分析研究方法对外语教学的启示

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话语分析在大学英语课堂教学中的应用

话语分析在大学英语课堂教学中的应用以《话语分析在大学英语课堂教学中的应用》为标题，写一篇3000字的中文文章话语分析作为一种心理学研究方法，于20世纪70年代被广泛应用于大学英语课堂教学中。

它旨在通过探究教师与学生之间的话语交流，进一步探讨在课堂上如何更有效地实现教学目标，让学生在课堂上能够有效地接受课程内容，并实现学习目标。

话语分析认为，在英语教学中，话语对于学习效果具有重要意义，它不仅可以帮助教师更好地获得学生的注意力，而且也可以增加学生对英语语言的吸收能力。

因此，在大学英语课堂教学中，将话语分析作为一种有效的教学工具，可以有效地提升课堂教学效果。

首先，教师可以通过话语分析来更全面地了解学生，通过分析学生的话语表达，可以更好地评估学生的学习水平，从而可以更加精确地定位学生的学习进度和英语学习需求，并依据其调整教学安排。

此外，通过话语分析，教师可以更加准确地估计学生的学习状态，以便更好地调节教学氛围，提高学习效果。

其次，教师可以利用话语分析来引导学生并促进其学习进度，通过深入探究学生的言语表达，教师可以有效地引导学生，帮助其正确理解学习内容，提高学习效率。

此外，教师可以运用话语分析来观察学生的口语表达，从而可以更好地掌握学生的口语表达能力，给予及时的指导和帮助，加强学生对英语口语的兴趣和实践能力。

最后，教师可以通过话语分析来评估学习成果，通过对学生的言语表达的细致分析，老师可以更好地了解学生的学习情况，更好地评估学生的学习成果，并针对学生的每一项学习过程给予进一步的指导与建议。

总的来说，话语分析是非常有效的大学英语课堂教学方法，它可以帮助教师更好地获取学生的注意力，更好地了解学生，实现教学目标，提高学习效果，更好地引导学生，评估学生的学习成果，让学生在课堂上更有效地接受课程内容，实现学习目标。

因此，教师应深入实践，加深对话语分析的认识，将话语分析作为一种有效的英语教学工具，有效地改善大学英语课堂教学的效果。

话语分析在大学英语课堂教学中的应用

话语分析在大学英语课堂教学中的应用随着科学技术的发展，教育的理念和手段也在不断变化。

特别是大学英语教学中，近年来话语分析的概念和方法已经受到了越来越多的重视，被认为能够改进教学效果，提高学习者英语能力，提高学习者英语学习兴趣，使教学更有效率。

本文将着重介绍话语分析在英语课堂教学中的应用。

首先，要了解什么是话语分析。

话语分析是一门概念丰富的学术领域，它涵盖了许多从语言社会内在关系到语言行为和语言使用方面的理论研究，而且还涉及到语言学、社会学、心理学等学科的知识。

换句话说，话语分析就是以语言为研究对象，研究它背后的社会和文化因素的学术领域。

其次，要了解话语分析在大学英语教学中的应用意义。

根据话语分析的理论，英语是一种社会语言，它的功能和用法受到潜在的文化和社会规范的制约，它的使用也受到当前社会和文化形态的影响；话语分析思想指出，一个人掌握语言能力不仅仅是学会语言本身，更重要的是学会应用语言。

因此，教师在课堂上应侧重多样性的文化和社会视角，将其融入英语课程教学中，以促进英语学习者更好地理解语言习得的更多因素。

第三，介绍话语分析在大学英语课堂教学中的应用。

以下是一些从包括宏观、微观、说话活动等各个发展阶段，以及语言行为和文化视角，展示话语分析在英语课堂教学中的实践操作方法。

1.观层面：应结合语言研究，重视学生发言活动，让学生参与谈论英语使用的方式，引导学生根据文化视角研究语言，从而更完善地理解英语语法、语义、文化以及社会习俗。

2.观层面：应通过分析典型文本，让学生体会语言使用中有趣的特殊性，学习异化用语所包含的文化和社会因素，或者探讨有关口语中的俚语、习语等语言表现形式，增强学生语言使用能力。

3.话活动层面：应鼓励学生参与各种对话活动（如访谈、辩论、小组讨论、角色扮演等），帮助学生从实践中感受语言风格的多样性，以及用语和行为之间的一致性，学会在变化复杂的语言环境中灵活应用英语。

以上所述就是话语分析在大学英语教学中的应用，提高大学生掌握英语的能力和提升学习兴趣的重要意义所在。

浅析第二语言语用习得研究对外语教学的启示

浅析第二语言语用习得研究对外语教学的启示第二语言语用习得是指学习者在第二语言学习过程中，逐渐掌握和运用该语言的语用知识和语用策略的过程。

与第一语言相比，第二语言语用习得的过程更为复杂，因为学习者不仅需要掌握语言的形式和结构，还要理解和运用不同语境下的语用规则和约定。

因此，研究第二语言语用习得对外语教学具有重要的启示。

首先，研究第二语言语用习得可以帮助教师了解学习者在语用意识和策略上的困难。

语用习得常涉及到言语行为、语境、言外之意等方面的知识，而这些知识对于学习者来说可能是陌生的。

通过研究语用习得，教师能够了解学习者在言语行为、礼貌用语、语体、语境等方面的困惑和困难，从而针对性地进行教学和辅导。

比如，教师可以帮助学习者提高言语行为的意识，让他们能够在不同情境下正确运用不同的言语行为策略。

其次，研究第二语言语用习得可以帮助教师设计合适的教学活动和任务。

语用习得是一个实践性的过程，学习者需要在真实的语境中不断实践和运用语用知识。

因此，教师可以设计各种真实的交际情境，让学习者在语用习得的过程中获得更多的实践机会。

比如，教师可以组织学习者进行角色扮演活动，让他们在模拟的情境中运用语言，并及时给予反馈和指导，帮助他们逐步提高语用能力。

此外，研究第二语言语用习得可以帮助教师培养学习者的跨文化交际能力。

语用习得涉及到言语行为在不同文化和社会背景中的差异，学习者需要了解并适应不同的文化和社会规范。

通过研究第二语言语用习得，教师可以帮助学习者了解和尊重不同文化和语言背景下的语用约定，培养学习者的跨文化交际能力。

比如，教师可以引导学习者探讨不同文化中言语行为的差异，让他们具备意识到并避免产生误解和冲突的能力。

最后，研究第二语言语用习得可以促进教师自身的专业发展。

语用习得是一个复杂而庞大的研究领域，对于教师而言，研究语用习得可以帮助他们深入了解第二语言教学的本质和目标，并更好地指导自己的教学实践。

通过参与相关的研究项目或活动，教师可以与其他研究者进行学术交流和合作，提升自己的研究水平和专业素养。

浅谈话语分析在英语教学中的应用

浅谈话语分析在英语教学中的应用摘要话语分析在英语教学中的应用的最终目标是为了实现师生间的互利,从而形成文化交流的氛围达成相互的沟通与理解。

关键词教学英语话语分析应用互利1 引言话语分析是对语言本身的分析。

它涉及了语言的形式和语言的功能并且包括对口语和书面文本的研究。

它确定了不同流派的语言特点, 以及在不同的文本和类型的交流当中给翻译和理解带来帮助的社会和文化因素。

对书面文本的话语分析包括通过单句对题目进行发展和内聚的研究, 而对口语的话语分析则集中于以下这些方面包括转向实践, 社会遭遇开始和关闭的序列, 以及叙事结构。

本文从话语分析的角度重点阐述了话语分析在英语教学中的应用。

举例说明了教师通过对课内课外真实语言的使用的调查研究, 如何提高自身教学实践经验的问题, 以及学生在不同类型的话语环境下, 如何学好语言的问题。

2 英语教学当中的话语分析英语语言学习的课堂在开发学习者使用目标语的交流能力方面有其自身的局限性。

这归结于与目标语接触的时间有限; 与英语为母语的人相处的机会太少; 并且对课外各种各样的功能、流派、话语类型的接触不多。

假设提供给学生用于实践目标语的时间有限, 英语教学的重点应该放在由老师营造的语言氛围并为学生创造相互交流的机会。

课堂研究对于老师来说是监测学生学习效果的数量和质量的方式之一。

通过记录- 观察- 抄录- 分析四个步骤, 英语老师能够运用话语分析的技巧对课堂上的互动模式进行研究, 并从中得出这些模式如何促进或阻碍学习者实践目标语的机会。

这个过程要求老师对于他们自己的教学行为进行研究, 特别是他们所使用的频率, 分布和问题的类型, 以及他们对于学生的反应所产生的影响。

步骤一: 完整地录影一堂课。

请务必记录下所有您的问题和学生的反应。

(使用目标语的机会通常由老师的提问来创造。

)步骤二: 观看录影带。

在观看的过程中考虑您所提出的问题的类型。

从提问的方式中找出重复的模式以及它对学生的反应所带来的影响。

话语分析与英语教学

话语分析与英语教学摘要：话语分析是对语言社区中成员的语言使用所进行的分析。

这种分析可以作为一种研究方法来调查英语教师的教学情况，并帮助他们创造良好的教学氛围，使他们更准确的反思其在课堂教学中所使用的语言，从而促进语言学习者的学习。

关键词：话语分析听力教学阅读教学交流一、引言话语分析（discourse analysis）和篇章语言学的兴起为话语型教学提供了理论基础和具体的分析方法。

话语是语言研究的基本单位。

话语“不纯粹是语言现象，而是有其交际功能，是一个被包括在某一特定的交际活动中的单位，也是一个更大的社会文化背景中的一部分”。

话语分析是对语言社区中成员的语言使用所进行的分析。

它包括对语言形式、语言功能以及口语交际和书面文本的分析。

通过话语分析，可以判断出语言特点，即对不同文体、社会和文化因素的特点进行判断，这样有助于我们理解不同的文本和谈话类型。

其中，对书面文本进行话语分析是指对话题的发展以及句子的连贯性进行的研究；而对口语交际进行话语分不仅包括对以上要素的研究，还侧重对话轮（turn-taking）转换和记叙结构的研究。

本文主要探话语分析在英语课堂教学中的应用。

通过研究分析话语在听力，口语，阅读中的作用而促进学生的语言学习。

二、话语分析与阅读教学从话语分析入手进行阅读教学能够大幅度提高学生的阅读能力，还可以培养和提高学生分析、归纳、综合的推断能力。

因为语篇水平上的阅读教学强调信息的传递和接受，强调语篇的内在联系，重视阅读技能的训练和培养。

它包括：理解句子和话语的交际功能，区分主题句和主题展开的细节，识别文章中的主要论点和主要信息，猜词悟义、略读、查找信息等技能。

话语分析首先要培养学生的识辨能力，发现文章中最有概括力的信息。

作者一般习惯在文章的开表明自己的目的和意图，或者喜欢在文章的结尾用几句话来概括自己的观点和立场，其余的则是支撑和这一主题的细节。

因此，要正确理解中心思想及段落大意就要通过识别文章的立论句、主题句、结论句关键词来实现。

《英语教师课堂话语分析》读后感

《英语教师课堂话语分析》读后感从《ELT网络课程对中小学在职英语教师话语能力提升的调查与研究》课题开始到现在，我觉得我自身的提高是有目共睹的。

这不仅仅是自身专业能力的提高，同时在课堂教学方面也有了很大的改善。

我是个不爱读书的人，虽然知道读万卷书行万里路的道理，可是一看到书仍然是不能坚持读下去。

在李老师的带动下，我坚持读完了《英语教师课堂话语分析》，通过李老师督促，我认真完成了本书的两次作业，分析其中的难点，取其精华，有了不小的收获。

其次，我们学习了杨鲁新教授的讲座，明白了读写结合教学的重要性及相关的策略，收益匪浅。

同时也改变了自身的观念，将小学高段写作的教学融入到阅读教学中，虽然仍有不足需要改进，但新的理念能创造出意想不到的效果，我愿意尝试更深层次的挖掘，争取改变往日的写作教学枯燥且脱离实际的局面。

第三，通过对ELT的再次学习提升自身的专业能力，并运用于课堂，大大提高了课堂的效率和效果。

ELTeach这个网络，我觉得非常好，非常的实用。

对我的帮助应该说的蛮大的。

一年前吧，还没有接触ELTeach 的时候，我觉得我在英语课堂上使用英语，应该说是心有余而力不足。

当时在用英语的时候，反正是很多时候是很想说很多话但是说不出来。

经常会停顿掉，然后只能接着做下面的事情。

当时就会有一种觉得自己还是很自卑的想法。

觉得一个英语老师在课堂不能表达自己的语言，然后课堂用语也不怎么规范...各个方面。

我觉得自从学了ELTeach之后，我觉得首先就是说自己的自信心提高了，在上课的时候我尽量讲，尽量使用英语，然后让学生也跟着我使用。

而现在的再次学习，也让我觉得自己又一次提高了。

也更加爱上了自己的英语教学总之，通过一系列的学习，对我来说，不断见证着自己的提高、发展、更新。

在教育教学生涯中，只有要用自己的行动去感染学生，要用自己的言语去打动学生，以此使师生间产生心灵的共鸣。

才能拉近师生的距离。

让我们的课堂更真实、更自然、更有效。

话语分析在大学英语课堂教学中的应用

话语分析在大学英语课堂教学中的应用
近几十年来，英语课堂教学中使用的方法和技巧发生了根本性的变化，更多的是以学生为中心，采用话语分析在其中发挥着至关重要的作用。

那么，话语分析在大学英语课堂教学中有何作用？
首先，话语分析可以帮助学生更好地理解语言，掌握角色信息和关系信息，从而进一步加深理解文化和语言的内涵。

在语言教学中，学习者只有掌握了角色信息和关系信息，才能更好地理解口语的意思。

话语分析可以从整体的文本中把握基本结构，把握情感、把握结构，从而帮助学习者理解语言的结构及其表达方式。

其次，话语分析能够帮助学习者更好地掌握语音和语法。

话语分析注重语言和文化的联系，而语音和语法是构成语言的基本要素。

学习者通过话语分析，可以把握语音和语法规律，加深对语法规则的理解，从而掌握本文。

再次，话语分析可以帮助学生把握文化差异，积极投入到英语的学习中。

话语分析可以帮助学习者进一步把握文化和语言之间的联系，从而更好地理解英语语言文化，更好地把握文化认知差异，从而进行有效的交流。

最后，话语分析能够帮助学习者掌握语言交际技能，提高学习效果。

语言交际技巧非常重要，能够使学习者更好地把握英语的正确使用，增强学生学习英语的信心，从而提高学习效果。

综上所述，话语分析在大学英语课堂教学中的使用可以更好地掌握语言，掌握文化差异，掌握语言交际技巧。

英语课堂教学要求学习
者能够正确理解语言的含义，掌握一定的语言交际技能，只有这样，才能有效地提高学习效果。

因此，针对大学英语课堂教学，应当注重采用话语分析来加强语言和文化的理解，使学习者能够更好地掌握英语，从而提高学习效果。

英语口语课堂话语分析及其启示

英语口语课堂话语分析及其启示本文对一堂小学英语口语创新实践活动课中师生话语占用时间、句子和单词的总量、每句平均含词量、句子类型以及师生引起话轮替换数量、比例进行统计分析，讨论其对学生语言习得的影响和对教学的启示。

标签：课堂话语；话语分析；话轮替换一、课堂话语分析理论概述外语课堂是学生参与各种语言交际活动、培养学生语言交际能力、促进学生语言习得的重要场所。

国外许多学者对课堂话语进行了大量实证性研究，如Sinclair&Coulthard（1975），Coulthard（1977），Shapiro（1979），Widdowson（1983），Yee&Wagner（1984），Pica&Long（1986），Chaudron（1988），Ellis（1990 ），Allwight&Bailey（1991）等。

国内外语教学界对课堂话语结构进行研究的主要有李悦娥，她认为课堂的话语结构有四种情况（详见李悦娥2002：16）。

另外还有贾爱武（1999），刘家荣、蒋宇红（2004），周星、周韵（2002）等，但他们的研究都局限于以教师讲解为主、师生和生生之间交流较少的大学传统课堂。

二、途径与目的本文以一堂小学英语口语创新实践活动课的话语为例，用描述性的方法对课堂中师生话语占用时间、句子和单词总量、每句平均含词量、句型、师生引起话轮替换数量和比例进行分析,探求师生话语的特点，讨论教师话语类型特点、数量结构等对学生语言习得的影响及其对教学的启示，对小学英语教学提出一些建设性的意见，以提高课堂教学质量。

三、语料来源及说明由于无法做大规模的调查，本研究仅选取了广州市白云区石井张村中心小学六年级一个班作为考察对象，做了一节课四十五分钟的观察与随堂录音，不打扰正常教学秩序，观察者出现于课堂，做一些笔录及课堂活动，记录以更好地分析教学中师生会话的结构特点和模式。

由于被观察者不知道观察者的观察目的，所以这些语料是自然状态下的。

教师课堂话语研究对英语课堂教学的启示

用能力也是十分重要的。
３．３合理利用教师话语，降低情感障碍
杂的语法知识和句法结构，没有趣味性，而趣味性正是可理解输入的个重要因素
一
（３）师生互动
师生互动是指课堂上教师与学生之间的谈话、讨论、提问和回答时所使用的语言在教学中，教师必须与学生互动，提问是最常见的方式，教师的提问与提问方式以及提问的等待时间和问题的分配成为学者多年来的研究对象。（４）反馈话语在教学中，对学生的表现提供反馈可能是教师话语最常见的课堂功能。例如：表扬和纠错，表扬是对学生的表现的肯定，但普通的肯定不会产生最好的效果。因此表扬和评价应该是具体的和鼓舞人心研究对英语课堂教学的启示
张嫒
聊城２５２０００）（聊城大学大学外语教育学院，山东
摘要：教师话语在组织课堂教学和语言习得过程中起着至关重要的作用，它不仅是教师能否成功的执行教学计划的工具，也是外语课堂中学习者获得可理解性目标语输入的主要来源本文通过对英语课堂中的教师话语进行分析，希望能够引起广大英语教师对其课堂话语的关注和思考，进而改进教师话语，提高外语教学质量。关键词：教师话语；英语课堂；教学启示项目简介：本文为山东省研究生教育创新计划研究项目 “ 以提升教学能力为主的学科教学英语专业学位研究生培养模式实践研究” （编号
３．１改变教师在课堂中的角色

浅析语用学对英语教学的启示

语用学是语言学的一个分支，它研究语言在交际中的使用，关注的是语言的实际功能。

它的研究结果可以为英语教学提供有效的启示。

首先，语用学的研究结果可以帮助学习者更好地理解英语语法规则，并能够更好地运用英语表达自己的思想。

语用学研究发现，语法规则不仅仅是一种形式，而是一种实际的功能，它是用来表达思想的一种工具。

学习者可以通过学习语法规则来提高英语表达能力，从而更好地表达自己的思想。

其次，语用学的研究结果可以帮助学习者更好地理解语言的文化背景。

语用学研究发现，语言不仅仅是一种表达思想的工具，它还受到语言使用者所在文化的影响。

学习者通过了解语言使用者所在文化的背景，可以更好地理解语言的使用，从而更好地学习英语。

最后，语用学的研究结果可以帮助学习者更好地理解语言的交际功能。

语用学研究发现，语言是一种交际工具，它不仅可以用来表达思想，还可以用来构建人际关系。

学习者可以通过学习语言的交际功能，更好地运用英语进行交流，从而更好地学习英语。

总之，语用学的研究结果可以为英语教学提供有效的启示，帮助学习者更好地理解英语语法规则、语言的文化背景和语言的交际功能，从而更好地学习英语。

探讨话语对大学英语教学的影响

教学改革
探讨话语对大学英语教学的影响
探讨话语对大学英语教学的影响
萎自凤赵玉霞
（．１广东工业大学华立学院
广东广州
５１２１３５；２山东省滨州职业学院．
山东滨州
２６０）５６ｏ
【摘
要】本文运用话语分析方法，以大学英语学为案例，探讨话语对大学英语教学的影响，出相应的改善意见。通过教学实践，并提英
大多数心理学家把话语定义为：话语是建构某个对象的陈述系３，。％其中教师话语量最多占８．％，３３最少也占７．％。不同课型中教０６统。正如Ｂｒ所定义的： “ ｕｒ话语指涉一套意义、喻、隐表征、印象、故师的话语量略有差别，中，其听说课教师话语量较少，均为２．平８２分
的方法是将话语作为研究对象，主要是对不同话语或意义系统的甄别比例的统计结果如下：教师提问平均占教师话语的１．％。其中，高８８最及其内容、结构、相互关系的研究。口该分析方法与结构主义哲学取向占２．％，５０最低占１．％。该结果说明，师注重知识的讲解与灌输。２５教相联系，话语主要隐藏在文本中，过对文本所隐含的辞叙从而忽略了问题对学生的启发和引导。通修、事。、隐喻的研究来揭示文本背后的意义和话语逻辑。３原因分析、
另一种话语的界定则与后结构主义哲学取向有关，后结构主义把大学英语教学之所以出现此等现状，笔者认为原因如下：首先，当话语定义为：话语即实践。把话语和人，话语和实践联系起来，强调说前大学英语教学任务重。在大学生就业过程中，就业单位对四、六级的话者通过语要表达的意图、话所目的以及建构过程。Ｄｊｊｋ认为：要求，使得大学英语四、六级考试应试压力增大，大学英语教师在四、六。不能简单地把话语视为一种语言使用形式，而应该将它理解为一种特级过级率的压力下，往往采用传统教学方法，以教师为主导的课堂进行殊的社会互动过程，解为社会情境中一个完整的交往事件。Ｆｉ授课，理 ’ ａ．ｒ便于完成教学任务。其次，大学英语教学时间有限。在有限的时ｃｕ认为：话语既是一种表现形式，ｌ￣ｏ也是一种行为形式。以这种形间内完成大量的教学任务，并要很好的达到教学要求和应试要求，采用式，人们有可能对这个世界产生作用，特别是与这个世界彼此产生作启发式教学模式有一定难度，使得师生话语输出比例不协调。再次，教用。话语不是一个封闭的系统，。它具有自身建构的能力，通过社会实践师教学理念滞后。我国尊师重教的传统教育观念深厚，而且在教学活建构人与现实，同时在社会建构过程中不断重构。该话语语境下的分动长期采用以教师为主导的教学模式，师一直承担着。教知识的传递析方法称为话语分析，也称谈话分析，主要通过对不同话语的研究，探者’ 的重任，这种传统在短期之内仍然影响着课堂教学。正是由于以上讨话语对不同的主体、身份、社会性知识等社会建构的过程研究。该分三点原因所致，目前大学英语课堂仍然是以教师话语占主导地位。析方法是一种行动研究，具有行动性和实践性，并具有强烈的批判性，４解决措施、关注不同话语之间的意义分歧及由此引发的话语冲突，力倾听边缘努根据以上原因分析，笔者提出如下解决措施：首先，Ｏ７年，２０教育部或弱势群体（：如师生关系中的学生）的声音，彰显他们的意义并为之争高等教育司颁布《大学英语课程教学要求》规定：大学英语是以外语教取话语权，以这种方式参与对社会现实的建构。学理论为指导，以英语语言知识与应用技能、文化交际和学习策略为跨二、案倒分析主要内容，并集多种教学模式和教学手段为一体的教学体系。大学英对于话语的理解，本文侧重于第二种概念界定，话语即实践。从大语的教学目标是培养学生的综合应用能力，特别是听说能力，使他们在学英语教学过程出发，以大学英语课堂教学为案例，用话语分析方今后学习、运工作和社会交往中能用英语有效的焦急，同肘增强其自主学法，探讨话语对大学英语教学的重要意义。习能力，提高综合文化素养，以适应我国社会发展和国际交流的需要。应注重学生综合应用能力的培养，淡化应试知识与技巧的传输以及四、在大学英语教学活动中的话语主要体现在教师话语和学生话语两六级考试，做到这点需要高校对教学任务有一个明确的认识和合理的个方面。教师话语是指教师在课堂上为组织和从事教学所使用的语安排。同时企业对于应试者应注重实际英语应用能力的考核，而非是言，在语言课堂上语言既是教学手段，又是教学内容，言课堂的特殊对四、语六级的要求。其次，教师教学理念的转变。通过对教师话语霸权性决定了教师话语在课堂教学中的重要作用。而英语教师的课堂话语的解构，重构学生话语权。教师应注重改善课堂话语质量。非在数量而

通过课堂话语分析促进外语教师学习

“油水 ”之势，造成教师学习低效或失效（ Korthagen ＆ Kessels， 1999： 5 － 6 ）。有学者认为，反思是理论与实践、知识与真实情景之间的（ Dewey ， 1933 ； Schn ， 1983 ），桥梁但它在什么样的认知情形下更具有效性和批判性仍未有定论。相关研究也存在理论阐述多，实证少的现象，对外语教师教育实践未能形成有力的突破性指导。有鉴于此，本文拟从情景认知论的角度出发，探讨如何通过课堂话语分析帮助教师实现学习过程中理论与实践的融合、知识向真实情景的迁移，，和转化促成有效反思实现教师学习。 2．课堂话语分析与教师学习：情境化认知论的视角课堂话语是教学过程中师生间的交流与互 2001 ； Seedhouse ， 2004 ）。它既是学动（ Cazden ，生内化知识、协商意义的过程，也是展示教师知、（ M arton ＆ Tsui， 2004 ：识理念和经验的过程 ix ；M ercer， 2004 ， 2010 ）。课堂话语分析（ classroom discourse analysis，下称 CDA ）是对课堂话语结构、生成及教学功能的综合分析（ van Dijk， 1985 ；Cazden ， 2001 ；Walsh， 2011 ）。早在上世纪 70 年代， Fanselow （ 1977 ： 17 ）就明确指出： “我们可以通过分析教师如何与学生交流来学习如，何教书” 但对隐于其中“如何学 ” 的机制却语焉不详，延宕至今。作为一个学习理论，情景认
.0-2 +,* -/ 21
图1
情境认知视角下 CDA 与课堂教学和教师学习之间的关系
37

第二语言习得研究中语言数据的分析方法及其对外语教学的启示

摘要语言学习是一种内在的过程自50 年代以来第二语言习得研究经过了对比研究这些不同的阶段体现了不同的理论基础每一种数据分析方法对第二语言习得研究均有其独特的贡献错误分析及语言使用分析这几种语言数据分析方法的阐述并从不同的语言分析方法中获得一些有关外语教学的启示语言数据分析方法AbstractGiven that learning is an internal process which cannot be observed directly, researchers make inferences as to the nature of the process in part from an analysis of the product, learner language. In order to improve the quality of these inferences, it is useful to examine the historical development of modes of data analysis, noting how different data analysis procedures evolved, with each successive type of analysis reflecting a new stage of awareness of what second language acquisition entails. And the understanding of the second language acquisition helps to improve language teaching.In second language acquisition research, there are different development stages, i.e. contrastive analysis, error analysis, performance analysisIntroductionSince second language acquisition is a new, uncharted field, it is by no means obvious how such investigation ought to be conducted. Many of its original research methodologies are consequently borrowed from first language acquisition research. Still others have come from education and the related disciplines. As their experience grows, however, second language acquisition researchers are becoming more creative in the way they seek answers to questions in their unique field of specialization. Nowadays, in second language acquisition research, there are various means that have been employed to collect SLA data. In this paper, we will trace the historical development of the types of data analysis in an attempt to come to a better understanding of the second language acquisition process. The discussion will be limited to the contrastive analysis, error analysis, performance analysis as well as their application and limitations. And some implications for foreign language teaching will be included in the discussion.Since contrastive analysis, error analysis and performance analysis are the ways to study learner performance, this paper will be carried out from this perspective. It begins with a discussion on contrastive analysis and its application and limitations. Then, Chapter Two gives an account of error analysis with its application and limitations. Chapter Three focuses on performance analysis with reference to some aspects of its study. By analyzing contrastive analysis, error analysis and performance analysis, we can be enlightened with regard to the implications adopted while teaching and learning a second language. To facilitate second language learning and teaching, teachers should adapt their teaching techniques and methods to meet learners’ requirements and help L2 learners to acquire the language effectively. Therefore, the last chapter comes up with the implications for foreign language teaching, which are based on the application and limitations of these modes of data analysis.Chapter OneContrastive AnalysisBefore the SLA field was established, researchers from the 1940s to the 1960s conducted contrastive analysis, systematically comparing two languages. They were motivated by the prospect of being able to identify points of similarity and difference between particular native languages and target languages, believing that a more effective pedagogy would result when these were taken into consideration.1.1 What Is Contrastive Analysis?Contrastive linguistics is defined as a subdiscipline of linguistics concerned with the comparison of two or more languages or subsystems of languages in order to determine both the differences and similarities between them. The contrastive analysis is concerned with not only the comparison and contrast of two or more languages to determine the differences as well as similarities between them, but also with the possible consequences for a given field of application. What’s more, it is also the identification of probable areas of difficulty in learning another language.As Lado (Ellis, 1999) makes clear, ‘The teacher who has made a comparison of the foreign language with the native language of the students will know better what the real problems are and can provide for teaching them.’ CA is developed in order to predict the areas of difficulty that learners with specific L1s would experience, so that teaching could provide massive practice to eliminate the chance of errors induced by the first language. This approach is based on the similarities and differences that exist between two or more languages, at the same time taking into account a number of axioms about L2 learning behaviour.1.2 The Contrastive Analysis HypothesisThe contrastive analysis hypothesis has its roots in behaviorism and structuralism. Behavioristic theories of human learning emphasize interfering elements of learning,claiming that interference means difficulty in learning. Structuralism lays a strong emphasis on differences between languages. Structural linguistics provides tools with which to describe accurately the two languages in question, and to match those two descriptions against each other to determine the differences and similarities between them.The conviction that linguistic differences can be used to predict learning difficulty gives rise to the contrastive analysis hypothesis---Where two languages are similar, positive transfer will occur; where they are different, negative transfer, or interference, will result.In general, the contrastive analysis hypothesis can be stated in three main versions, the strong version, the weak version, and the moderate version. The strong version is proposed by C. Fries and R. Lado. It emphasizes a priori prediction of difficulties in learning a second language. It states that all L2 errors can be predicted by identifying the differences between the target language and the learner’s L1. The weak version is proposed by Wardhaugh, which only recognizes the significance of interference across languages and tries to explain those difficulties. This version requires of the linguist only that he use the best linguistic knowledge available to him to account for observed difficulties in second language learning. It does not require the prediction of those difficulties, and conversely, of those learning points which do not create any difficulties. However, both versions agree that the greater the differences between the two languages, the greater the difficulties. That is, both versions equate differences between two languages with difficulties in L2 learning. The moderate version proposed by Oller and Ziahosseiny differs from the other two versions in that it emphasizes the significance of minimal distinctions, which may actually cause the greatest interferences and difficulties. According to them, the greatest difficulties in the second language are neither apparent similarities nor apparent differences, but subtle distinctions exist.However, from our teaching experience, we find that both great differences and subtle differences can cause difficulties. If we weaken the claim of predictability of the strong version, and integrate the three versions by paying attention to both greatand subtle differences between the two languages, we can make CA more useful to our teaching practice.1.3 Objectives of CAThe contrastive analysis is based on the following assumptions: A) Second language learning involves overcoming difficulties in the linguistic systems of the target language. B) The main difficulties in learning a second language are caused by interference from the first language. C) Contrastive analysis can predict, or at least account for, difficulties in L2 learning. D) Teaching materials based on contrastive analysis can reduce the effects of interference and difficulties and facilitate L2 learning. A number of fundamental and applied objectives have traditionally been attributed to CA. According to Van Els et al (1984), CA has the following three major objectives:1. Providing insights into similarities and differences between languagesThe first object can be interpreted as an attempt at establishing linguistic universals and language-specific characteristics of languages. Languages are not structurally isomorphic. Often there is divergence or convergence between L1 and L2. We speak of divergence for the L2 learner when there are more structural elements available in the target language for expressing specific meanings than can be found in the source language, while the opposite holds true in the case of convergence.As soon as any two languages have been described using the same theoretical categories, a work of reference can be provided for a systematic comparison and contrast of the major patterns in the two languages at the level or levels concerned. Comparison of a category in one language with a category in another language first of all presupposes a criterion of equivalence. To establish that the two systems are comparable, we first need to show their contextual equivalence, then ask to what extent they are formally equivalent.Let’s take the attributive possessive pronouns of English and their counterparts inChinese to illustrate this point. Their contextual equivalence can be shown by giving their principal contextual similarities and differences.First, both languages have the units “sentences”, “clause”, “phrase” and “word”. Secondly, both languages have a word class “noun” normally operating as the head of the nominal phrase and a word class “pronoun”, which may occur in the nominal phrase to replace the noun or the whole nominal phrase. Thirdly, the English attributive possessive pronoun and its counterpart in Chinese can only precede the noun it modifies. However, English attributive possessive pronouns have wider use than their counterparts in Chinese. English possessive pronouns, with the exception of the third person singular masculine and nonhuman, each has an attributive form as well as a predicative and nominal form. The predicative and nominal forms of possessive pronouns function independently as nouns rather than as determiners in prenominal positions. The possessive pronoun in Chinese has the same form whether it is used attributively or predicatively and nominally.PERSONENGLISH CHINESE PERSON ENGLISH CHINESE 1my 我的 3 masc his 他的 1+our 我们的 3 fem her 她的你的 3 nonhum its 它的 2 您的 3+masc 他们的 2+your你们的 3+fem 她们的3+nonhum their 它们的From the table above, we can see that the first person attributive possessive pronouns, singular and plural, of the two languages have one-to-one correspondence. The major differences lie in the second and the third persons. First, in English the second person attributive possessive pronoun has only one form “your” for both singular and plural, whereas in Chinese the second person possessive pronoun has three forms: “你的” for singular familiar, “您的” for singular polite, and “你们的” forplural. Secondly, in English the third person plural attributive possessive pronoun has only one form “their” for masculine, feminine and nonhuman. But in Chinese, there are three different forms: “他们的” for masculine, “她们的” for feminine and “它们的” for nonhuman.As shown in the above example, the beginners may have difficulty in using the possessive pronouns in English and their counterparts in Chinese. The following sentences have the same meaning-- This is their book. /This book is theirs. /这是他们(她们)的书. In Chinese, the sentence only has one form, but in English it can be expressed with either attributive or nominal possessive pronouns. So it is probable for the beginners to confuse these two forms. Then based on the findings of the analysis, we can formulate a prediction of probable difficulties and errors in L2 learning, or account for existing difficulties and errors.2.Explanation and prediction of difficulties in second language learningAttempts have been made to formalize the prediction of difficulties. Prator (James, 1980) proposes a hierarchy of six levels of difficulty, which are applicable to grammatical features of language.Level 1—Transfer: When there is complete one-to-one correspondence between items or structures of the two languages in contrast, the learner can simply transfer positively these items or structures from the native language to the target language. These items or structures will cause no difficulties. For example, both French and English have the word ‘table’, which can have the same meaning in both languages.Level 2—Coalescence: When two or more items in the first language become coalesced into one in the target language, the leaner should overlook the distinction he has become used to when he uses the item in the second language. For instance, “他们/它们/她们” in Chinese equals to ‘they’ in English.Level 3—Underdifferentiation: When an item in the native language is absent in the target language, the learner must avoid that item when he uses the target language. To the English speakers, nouns may have singular and plural forms, while in Chinese the nouns only have singular form.Level 4—Reinterpretation: When an item that exists in the native language is given a new shape or distribution, the learner must learn that new shape or distribution. An example is French expertise (expert’s assessment) and English expertise (skillfulness).Level 5—Overdifferentiation: This is the opposite to level 3, that is, when a new item in the target languages bears little, if any, similarity to that in the native language, the leaner must learn it anew. ‘Do’ acts as an auxiliary verb in English, in Chinese there is no equivalent.Level 6—Split: This is the opposite to level 2, that is, when one item in the native language becomes two or more in the target language, the learner must learn to make a new distinction. To the English speaker learning French, ‘director’ becomes ‘directeur’ (masculine) and ‘directrice’ (feminine).3. Developing course materials for language teachingThis objective can be viewed as derived from the two objectives mentioned above, and is first stated in Fries (Van Els et al, 1984):‘The most effective materials for teaching a second language are those that are based upon a scientific description of the language to be learned, carefully compared with a parallel description of the native language of the learner.’And in the preface of Linguistics Across Cultures written by Lado, it is said:‘The plan of the book rests on the assumption that we can predict and describe the patterns that will cause difficulty in learning, and those that will not cause difficulty, by comparing systematically the language and culture to be learned with the native language and culture of the student. In our view, the preparation of up-to-date pedagogical and experimental materials must be based on this kind of comparison.’1.4 Application and Limitations of CA1. ApplicationContrastive analysis as applied to L2 teaching emphasizes differences betweenlanguages rather than similarities, and it is pedagogically-oriented, with the aim to discover and predict learning problems and difficulties. It has been used in the following areas: prediction, diagnosis of a proportion of the L2 errors committed by learners with a common L1, the design of testing instruments for such learners, course design and teaching.PredictionThere are four things that contrastive analysis can predict: First, what will cause problems; Second, difficulty in L2 learning; Third, errors that learners with the common L1 will make. The prediction of errors can mean either the prediction that there will be errors in certain areas or the prediction of the forms of errors. Contrastivists have more cautiously made predictions of the specific types of errors; and Fourth, the tenacity of certain errors, that is, the strong resistance of these errors to extinction through time and teaching.Diagnosis of ErrorsIt is important for both the teacher and the learner to know why certain errors are committed. Contrastive analysis can provide this kind of knowledge. It is on the basis of such diagnostic knowledge that the teacher can organize feedback to the learner and do some remedial work. Knowing why he has committed these errors provides the basis for the learner to monitor and avoid these same errors in the future.TestingOne of the requirements of a good language test is validity, that is, it should be a true measure of the student’s command of the language he has been learning. Test validity is usually achieved by testing a representative sample of the students’ repertoire. This is where contrastive analysis has a part to play. In general, contrastive analysis has three roles to play in testing. First, it can carry suggestions about what to test (such as the difficulties or the errors L2 learners will meet); Secondly, it can show to what degree to test different L2 items; Thirdly, it can suggest how to test these L2items. For objective tests, a contrastive analysis of L1 and L2 will suggest the type of distractors to use. The distractors may be the errors L2 learners with common L1 will make or the difficulties they will meet when learning L2. For integrative tests such as dictation and cloze, contrastive analysis may suggest which items are to be included in the dictation and which items are to be deleted in the cloze. That’s to say the phonologically similar items can be included in the dictation and the items having no close relation in morphology, lexics or grammar can be deleted in the cloze.Course Design and TeachingContrastive analysis can specify those features of L2 which are different from corresponding features of L1, and those which are identical. James (1980) suggests while the learner is exposed to all parts of the L2, he must be given opportunities to confirm his positive transfer on the one hand and to learn what he does not know on the other. Thus the importance of including both different and identical features in teaching materials is emphasized. Those L2 patterns not paralleled by equivalents in L1 will be introduced to the learner. Their presentation will be facilitated by the prior introduction of the identical variants taught at an earlier stage. Since it is a universal principle of education that learning should proceed from the simple to the difficult, it follows that items that are identical in L1 and L2 should be taught first. Contrastive analysis can show which items in the two languages are identical and which are different, and how identical and how different they are. Thus contrastive analysis can provide a basis for grading of teaching materials. Contrastive teaching involves presenting to the learner at the same time all the terms in a L2 system in contrast with the corresponding L1 system. The systems concerned may be grammatical, phonological, or lexical. These pairs of terms form problem-pairs. Such pairs should be suitably contextualized and analyzed. For these items in particular, we can use intensive techniques such as repetition or drills, in order to overcome the interference and establish the necessary new habits.2. LimitationsWhile the association of CAH with behaviorism gave it academic legitimacy, it ultimately led to its downfall. When predictions arising from CAs are finally subjected to empirical test, serious flaws are revealed. There are doubts concerning the ability of CA to predict errors. While CA predicts some errors, it clearly does not anticipate all. If a majority of learner errors are not caused by interference, then CA is of limited value, far less than is thought to be the case when CA first started. For instance, the way an error is classified, e.g. due to L1 interference or not, differs from study to study. Whiteman and Jackson (1972), who tested the predictions of four different CAs of English and Japanese by studying the English performance of 2500 Japanese secondary school students on a multiple choice and a cloze test, conclude that contrastive analysis is inadequate to predict the interference problems of a language learner. The interference plays such a small role in language learning performance that no contrastive analysis, no matter how well it is conceived, can correlate highly with performance data, at least at the level of syntax. Thus, a comparison of the learner’s L1 and L2 can’t help to predict or explain very much about the process of SLA.Although CA is as old as FLT itself, attempts at converting descriptive data from CA into teaching programs have by no means always been successful. Neither has there been systematic research into the effect of teaching methods based on CA; it has never been demonstrated that course materials based on CA are more effective than other materials based on different principles. The realization that linguistic difference can not be equated with learning problem has made people reticent to implement the objectives of CA.In a word, CA ascribes most errors to interference of L1, but empirical evidence has shown that interlingual errors (i.e. errors caused by the interference of the learner’s L1) only constitute a small proportion of L2 learners’ errors, and that among other factors, intralingual effects of learning (i.e. result from the structure of the L2 itself) play an important role. CA which aims to predict errors resulting from L1 interference fails to account for other types of errors. Linguistic differences betweenL1 and L2 do not automatically lead to L2 learning problems, and not all L2 learning problems can be retraced to linguistic differences between L1 and L2. As the interference was replaced by other explanations of learning difficulties in 1970s, CA declined. But as a methodological option, it isn’t abandoned. As such, it is useful in a broader approach to detecting the source of error, namely error analysis.Chapter TwoError AnalysisAt the end of 1960s, people began to question one of the main objectives of contrastive analysis, namely the explanation and prediction of L2 learning problems. People began to realize more and more that this approach left the L2 learner out of consideration. The fact that there was no empirical basis for CA in turn resulted in more attention being paid to error analysis. This notion became popular in L2 learning research after 1970.2.1 What Is Error Analysis?Error analysis is an activity which is at once ancient and new. It is ancient in that since ancient times this technique has been used by teachers, but in an informal and intuitive way. It is new because as a scientific technique based on psycholinguistics it was developed in the late sixties. Along with the birth of psycholinguistics, the focus in second language teaching shifts from the view of the teacher as the controller of language learning towards a more learner-centered view which stresses learners’ creative role in L2 learning. One major result of this shift has been the development and application of error analysis as a chief means of both assessing learners’ learning in general and of the degree of match between their learning syllabus and the teacher’s teaching one.According to Longman Dictionary of Applied Linguistics, error analysis is the study and analysis of the errors made by second and foreign language learners. It is a methodology of describing L2 learners’ language systems. EA aims to find out how well the learner knows and learns a language, and it obtains information on common difficulties in language learning as an aid in teaching or in the preparation of teaching materials. It also provides data from which inferences about the nature of the second language learning process can be made.Error analysis is distinguished from contrastive analysis by its examination of errors attributable to all possible sources, not just those which result from theinterference of the first language. Therefore, although error analysis and contrastive analysis are not mutually exclusive, the former can easily supersede the latter.2.2 Fundamentals and Significance of EACorder (1981) claims that learners’ errors provide to the researcher evidence of how the target language is learned or acquired and what strategies or procedures the learner is employing in his discovery of the language.Human learning is fundamentally a process involving making errors, which forms an important aspect of learning any skill or acquiring any knowledge. Language learning is like any other human learning. In the course of learning a second language, learners will produce utterances which are ungrammatical or otherwise ill-formed, when judged by generally accepted rules of the language they are learning. This is obvious not only to teachers of languages but to any native speaker of the target language who comes in contact with them. That is to say L2 learning, like L1 acquisition, is trial and error in nature, hence errors are unavoidable. Errors made by L2 learners can be observed, analyzed, classified, and described. In errors made by L2 learners lie some of the keys to the understanding of the process of second language learning.A learner’s errors, then, provide evidence of the system of the language that he is using at a particular point in the course. Second language learners can be viewed as actively constructing rules from the data they encounter and gradually adapting these rules in the direction of the target language system. Then the speech of second language learners can be analyzed in its own terms. Learners’ errors are the clearest evidence for the learner’s developing systems and can offer us insights into how they process the data of the language. If learners actively construct a system for the second language, we will not expect all their incorrect notions about it to be a simple result of transferring rules from their first language. We will expect many of their incorrect notions to be explicable by direct reference to the target language itself. This is, in fact precisely what error analysis reveals. In addition to errors due to transferring rulesfrom the mother tongue, learners also make many errors which show that they are processing the second language in its own terms. Errors of this type are often similar to those produced by the child in the mother tongue and suggest that the second language learner is employing similar strategies, notably generalization and simplification. From these errors, which represent the product of learning, we can also gather hints about the underlying process of learning.2.3 Description and Explanation of ErrorsAccording to the stages in which errors are made, Corder (James, 1998) identifies three stages: The first is the presystematic stage. In this stage the learner is only vaguely aware that the target language has a particular system, but his use of the target language is through random guessing. He is neither able to correct his errors nor to explain them. The second is the systematic stage. In this stage the learner has discovered some rules of the system of the target language, but is inconsistent in applying these rules. He usually cannot correct his errors although he can explain why he makes them. The third is the postsystematic stage. In this stage the learner is quite consistent in his use of the target language. When he makes an error, he can both correct it and explain why it is incorrect. Though errors still exist in this stage, the occurrence of errors becomes infrequent.Errors of CompetenceTo be sure, L2 learners still commit errors which can be traced to L1 interference and as such are termed interlingual errors. They are caused by the structure of L1. A large number of similar errors are being committed by second language learners, regardless of their L1.These errors are called intralingual errors. They are caused by the structure of L2. Interlingual errors depend on linguistic differences between L1 and L2 and are traditionally interpreted as interference problems. Intralingual errors are by definition not predictable on the basis of CA, they can not be traced back to differences between L1 and L2, but they relate to a specific interpretation of the target。

教师话语研究及其对大学英语教学的启示

教师话语作为教师行为的重要组成部分，是
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用的语言。近年来，师话语的研究逐渐受到关教注，为国内外语言学家研究的热点问题之一。成Ｎｕａ（９１指出，师话语对课堂教学的开展ｎｎ１９）教
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【关
键
词】教师话语；语教学；言输入；言习得英语语
【献标识码】Ａ文【章编号】１７－０Ｘ（０１０－０４０文６２７７２１）３０７－４
【图分类号】１．中Ｈ３９３
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Ｍａ２１ｙ．０１
教师话语研究及其对大学英语教学的启示
胡洁雯，李文梅
（国矿业大学外文学院，苏徐州中江
【摘
２１１）２１６
要】教师话语作为教学的媒介和学生语言输入的重要来源，语言教学中起着极其重要的作用。在
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浅谈话语分析研究方法对外语教学的启示

浅谈话语分析研究方法对外语教学的启示论文关键词:话语分析言语行为理论话轮转换外语教学论文摘要:话语分析理论的诞生已有50多年了，尽管研究者们对其理论框架有了比较明确的定位，但对于这一理论如何运用于外语教学都着墨不多。

本文分析了话语分析理论的几大主要研究方法的具体内容，并进一步探讨了运用话语分析研究方法提高外语教学质量的可行性及可能性。

一、话语分析研究概况自美国语言学家Harris于1952年在《语言》杂志上发表题为“Discourse Analysis(话语分析)”的论文至今，话语分析已经历了50多年的历史。

这50多年的历史大致可分为三个阶段:启萌阶段、形成阶段和发展阶段。

启萌阶段，开始于20世纪50年代初到60年代初结束，前后大约10年时间。

本阶段值得一提的语言学家有两个:Harris和Mitchello Harris于1952年发表了“话语分析”一文。

在这篇论文中，他提出:“语言不是在零散的词或句子中发生的，而是在连贯的话语中发生的。

”对Harris来说，话语是一个结构单位，因此，他在分析话语时所用的方法是结构主义的分布分析法。

1957年，Mitchell在一篇题为“昔兰尼加的买卖用语”的文章中，提出了一种语义分析方法，详细描述了话语参与者和情境的相关内容，并且按照交谈内容将买卖过程分为五个阶段:(1)寒暄;(2)询问商品价格;(3)查看商品质量;(4)讨价还价;(5)结束语。

由于这几个阶段是由发生在交易过程中的活动，而不是由独特的语言特征来限定和辨认的，因此，Mitchell所做的分析并不是语言学的分析。

故而Mitchell的分析模式的应用范围也不够广泛。

形成阶段，开始于20世纪60年代初到70年代末结束。

60年代起话语分析逐渐兴起。

许多关于话语分析的理论相继问世。

多模态话语分析理论对当代大学英语教学的启示

多模态话语分析理论对当代大学英语教学的启示摘要多模态大学英语教学是全球多元化和交际多模态化发展的需要，是深化大学英语改革、提高大学英语教学质量的要求。

在大学英语教学中，多模态话语分析理论对提高大学生的多元读写能力和英语综合运用能力有重大的启示。

关键词多模态；大学英语教学；启示现在的大学英语教学仍以传统的教学模式为主，致使大学生普遍认为英语学习单调乏味，同时也很难达到培养学生多元读写能力和英语综合运用能力的目的。

因此，在大学英语教学中急需构建新型的教学模式，以满足社会发展和学生自身对英语学习的需求。

多模态话语分析理论的不断发展对语言的教学具有重大的启发意义。

大学英语课堂不再局限于一种单一语言，而是扩大为多种模态，包括图片、PPT、音乐、网络等。

基于多模态话语分析理论的大学英语课堂教学实践研究在推进大学英语教学改革、提高教学效率、优化教学效果等方面具有积极作用。

一、多模态话语分析理论多模态话语分析理论兴起于二十世纪90年代，近年来已逐渐发展成为语言学研究的热点之一。

不少国外学者用Halliday的系统功能语法来分析语言之外的某种模态，他们以“语言也是一种社会符号”为理论出发点，把语言作为社会符号所具有的功能延伸到除语言之外的其他符号，并把包括语言在内的各种符号看作是各自独立而又相互作用的符号资源，在分析语言特征的同时强调图像、颜色、声音和动作等视觉、听觉和行为方面的符号模态在话语中的作用。

过去关于话语分析的研究理论和研究方法基本上都是以文本为研究基础的，即只注意语言本身，忽视诸如图像、声音、颜色、动漫等其他意义表现形式。

同样，语言教学也主要关注语言本体的教与学，过分依赖教材的单一文字模态，而对其他模态在教与学过程中的重要作用未给予足够的重视。

二、多模态话语分析理论对当代大学英语教学的启示在大学英语教学中，多模态话语分析理论对提高大学生的多元读写能力和英语综合运用能力有重大的启示。

1.在大学英语教学中，教师应采取多模态教学教师应充分利用多模态教学的优点，提高大学生对英语的学习兴趣。

读《英语教师课堂话语分析》有感

英语教师课堂话语真实性互动性逻辑性规范性其他问题
一、互动性与学生的课堂参与程度
学习活动外在参与行为小组讨论、比赛等
获得知识发展技能
内心思维活动
聆听教师和其他学生的发言并进行积极思考
傅书媛老师的What can you do?一课
二、话语的互动性与意义建构
语言学习的重要途径：在意义协商的过程中建构意义（二语习得理论）
接触语言体验语言学习语言使用语言
传达信息沟通思想建构意义
黄暖媚老师的 What would you like?一课
三、互动性与信息交流
语方根据互动的目的提供信息和接收信息。
创设真实语境
1、能提高信息交流的真实性 2、学生获取信息的愿望 3、使学生了解信息交流是在什么情况下发生的
黄彩健老师的Time一课
四、互动性与语言输入
教师课堂话语是学生重要的语言输入来源之一
教师给学生讲的故事创设情景时所作的叙述提供的示范性对话或独白组织课堂教学活动时发出的指令 …
教学片段：
T: Why do you like countryside, please? S1: Countryside is beautiful and clean. T: Yes. It’s beautiful and clean. Yes. S2: There are some beautiful flowers. T: Yes. There are some beautiful flowers. Right. S3: There are some parks. T: Yes. There are some parks. Yes. S4: It’s big. It’s my hometown. T: It’s your hometown. OK. All right.

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话语分析研究方法对外语教学的启示
关键词:话语分析言语行为理论话轮转换外语教学
论文摘要:话语分析理论的诞生已有50多年了，尽管研究者们对其理论框架有了比较明确的定位，但对于这一理论如何运用于外语教学都着墨不多。

本文分析了话语分析理论的几大主要研究方法的具体内容，并进一步探讨了运用话语分析研究方法提高外语教学质量的可行性及可能性。

一、话语分析研究概况
自美国语言学家Harris于1952年在《语言》杂志上发表题为“Discourse Analysis(话语分析)”的论文至今，话语分析已经历了50多年的历史。

这50多年的历史大致可分为三个阶段:启萌阶段、形成阶段和发展阶段。

启萌阶段，开始于20世纪50年代初到60年代初结束，前后大约10年时间。

本阶段值得一提的语言学家有两个:Harris和Mitchello Harris于1952年发表了“话语分析”一文。

在这篇论文中，他提出:“语言不是在零散的词或句子中发生的，而是在连贯的话语中发生的。

”对Harris来说，话语是一个结构单位，因此，他在分析话语时所用的方法是结构主义的分布分析法。

由于这几个阶段是由发生在交易过程中的活动，而不是由独特的语言特征来限定和辨认的，因此，Mitchell所做的分析并不是语言学的分析。

故而Mitchell的分析模式的应用范围也不够广泛。

形成阶段，开始于20世纪60年代初到70年代末结束。

60年代起话语分析逐渐兴起。

许多关于话语分析的理论相继问世。

如:句子功能观、交际动力、主位、述位、过渡、衔接、照应、指示、替代、连贯、语境、语域等问题的研究，使语言研究的范围进一步超越了句子的范围。

这一时期的代表人物有Halliday, Harweg,Sinclair,Coulthard,van Dijk等。

发展阶段，始于2。

世纪80年代。

这一时期话语分析研究硕果累累。

突出反映在:第一，有了自己的正式出版刊物。

荷兰学者Van Dijk主编的《语篇》学术期刊于1981年正式创办，从此以后，话语分析有了自己的学术园地。

第二，研究队伍空前壮大，从原来的欧美扩大到亚洲和澳洲等地。

第三，话语分析的研究范围有了更大的突破。

90年代以来，话语分析的成果广泛应用到人类文化学、社会学、翻译学、心理语言学、计算语言学、教学法和跨文化交际等诸多领域，广泛揭示人们在日常交际过程中如何运用真实语言、社会文化背景与话语建构的关系以及话语单位所揭示的语言现象和特征。

Beaugrade(1997)认为21世纪话语分析的重点将是知识共享和话语策略;任务将是研究话语在团结社会文化群体中的作用;展示多元文化实现人类潜能的过程;探讨话语与社会化的生态系统以及语言资源的使用策略;分析话语在获得和使用知识中的作用。

模板,内容仅供参考。

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