教學語境中的用語與語用表徵研究

Analysis of Teacher Talk and Instructional Pragmatics in Teaching Situational Contexts

關世民(Shi-Min Guan)

《科學與人文研究》 1卷2期 (2012/09) Pp. 54-67

https://doi.org/10.6535/JSH.201209_1(2).0004

摘要

教學語境中的用語和語用是教學語域中相互關聯卻又不同的兩個層面，教學用語具體表徵為語言方式和表述原則；教學語用可以理解為語言態度與語言策略。本文闡述了教學語境中的教學用語和教學語用的各自特點，從語用學的視角揭示了外語教師話語不得體，教學行為僵化，教學過程缺少人文關懷等問題，並從合作、禮貌、關聯和順應的語用角度對這些問題進行解讀分析，提出解決這些問題的有效方法：教師應該增強語用意識、貫徹以學生為本的教學原則、關注學生主體的生命價值、使用得體教學語言、實現教與學的最佳關聯、確保教學活動順應學生需求。

關鍵字

教學語境 ； 教學用語 ； 教學語用 ； 語用原則

並列摘要

In the teaching situational contexts, the teacher talk and the instructional pragmatics are related but different in the instructional register. Teacher talk is characterized in language expressions and principles of teacher talk, and in contrast, instructional pragmatics can be manifested as attitudes and strategies of using language in teaching. This thesis sets forth the respective characteristic of the teacher talk and pragmatic usage in the situational contexts of instruction, and reveals the problems of inappropriate expressions, fossilizing teaching behaviors and inadequate human care from the view of Cooperative Principle, Politeness Principle, Relevant theory and Adaptation theory. And the thesis claims that the teachers should be enhancing the instructional pragmatic awareness, implementing the student-centered principle and respecting students' life values by talking appropriately, realizing the optimized relevance in teaching and learning, and insuring the reasonable adaptation in teaching process in accordance with students' learning needs.

並列關鍵字

teacher talk ； instructional context ； instructional pragmatics