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高校課堂話語(yǔ)中的教師元話語(yǔ)研究

高校課堂話語(yǔ)中的教師元話語(yǔ)研究

定 價(jià):¥98.00

作 者: 郭紅偉
出版社: 清華大學(xué)出版社
叢編項(xiàng):
標(biāo) 簽: 暫缺

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ISBN: 9787302492634 出版時(shí)間: 2020-06-01 包裝: 平裝
開(kāi)本: 16開(kāi) 頁(yè)數(shù): 281 字?jǐn)?shù):  

內(nèi)容簡(jiǎn)介

  在外語(yǔ)教學(xué)中,教師話語(yǔ)是教學(xué)的工具和對(duì)象。教師元話語(yǔ)普遍存在于課堂教學(xué)的各 \n個(gè)環(huán)節(jié),用來(lái)組織、管理課堂進(jìn)程,比如引入話題、增加話題、繼續(xù)話題、結(jié)束話題等。 \n本書通過(guò)整合以往元話語(yǔ)研究中提出的互動(dòng)模式和反身模式,嘗試提出教師元話語(yǔ)三維功 \n能分析模式,即元交談、信息引導(dǎo)和人際互動(dòng)。研究發(fā)現(xiàn),母語(yǔ)背景不同的兩組教師在元 \n話語(yǔ)三個(gè)維度的使用方面存在一定的差異。具體而言,兩組教師在元交談功能上沒(méi)有顯著 \n性差異,但是,在信息引導(dǎo)和人際互動(dòng)維度上,兩組教師元話語(yǔ)存在顯著差異。母語(yǔ)為漢 \n語(yǔ)的教師利用元話語(yǔ)實(shí)施信息引導(dǎo)功能顯著高于母語(yǔ)為英語(yǔ)的教師,而母語(yǔ)為英語(yǔ)的教師 \n利用元話語(yǔ)實(shí)施人際互動(dòng)功能顯著高于母語(yǔ)為漢語(yǔ)的教師。研究也發(fā)現(xiàn), 每個(gè)維度內(nèi)部,各 \n子范疇也呈現(xiàn)相應(yīng)的類型特點(diǎn)。本書為外語(yǔ)教學(xué)尤其教師話語(yǔ)研究提供了一定的理論研究 \n支持和實(shí)踐指導(dǎo)價(jià)值。 \n

作者簡(jiǎn)介

暫缺《高校課堂話語(yǔ)中的教師元話語(yǔ)研究》作者簡(jiǎn)介

圖書目錄

Contents

\n

Chapter 1 Introduction 1

\n

1.1 Statement of the Issue 1

\n

1.2 Rationale of the Study 7

\n

Chapter 2 Metadiscourse 12

\n

2.1 Theoretical Studies on Metadiscourse 12

\n

2.1.1 Metadiscourse as an Academic Concept 13

\n

2.1.2 Theoretical Perspectives on Metadiscourse 26

\n

2.1.3 Divergent Taxonomies of Metadiscourse 35

\n

2.2 Empirical Studies of Metadiscourse 45

\n

2.2.1 Metadiscourse in Casual Conversations 46

\n

2.2.2 Metadiscourse in Academic Lectures 47

\n

2.2.3 Metadiscourse in Classroom Teaching 49

\n

2.3 The Analytical Model in This Book 50

\n

2.3.1 A Working Definition of Metadiscourse 50

\n

2.3.2 Two Models of Metadiscourse Studies 61

\n

2.3.3 The Three-Dimensional Analytical Model 77

\n

2.4 Methodology 87

\n

2.4.1 Research Methods 87

\n

2.4.2 The Pilot Study 88

\n

2.4.3 The Main Study 93

\n

Chapter 3 Meta-talk 102

\n

3.1 The Overall Results of Meta-talk 103

\n

3.2 Self-referential Meta-talk 106

\n

3.2.1 References to Discourse Entities 107

\n

3.2.2 References to Metalinguistic Categories 120

\n

3.2.3 Metalinguistic Operators 132

\n

3.3 Topic-Management Meta-talk 135

\n

3.3.1 The Overall Results of Topic-Management Meta-talk 135

\n

3.3.2 Topic-Introducing 138

\n

3.3.3 Topic-Delimiting 140

\n

3.3.4 Topic-Continuing 141

\n

3.3.5 Topic-Adding 143

\n

3.3.6 Topic-Shifting 144

\n

3.3.7 Topic-Concluding 146

\n

3.3.8 Previewing 147

\n

3.3.9 Reviewing 148

\n

Chapter 4 Interactive Metadiscourse 152

\n

4.1 The Overall Results of Interactive Metadiscourse 152

\n

4.2 Internal Connectives 154

\n

4.2.1 An Overview 155

\n

4.2.2 The Overall Results of Internal Connectives 157

\n

4.2.3 Internal Connectives: Addition MMs 158

\n

4.2.4 Internal Connectives: Comparison MMs 162

\n

4.2.5 Internal Connectives: Consequence MMs 168

\n

4.3 Sequencers 174

\n

4.4 Evidentials 177

\n

4.5 Interpretive Glosses 179

\n

4.5.1 The Overall Results of Interpretive Glosses 179

\n

4.5.2 Managing Terminology 182

\n

4.5.3 Reformulating 183

\n

4.5.4 Clarifying 185

\n

4.5.5 Exemplifying 187

\n

4.5.6 Code Glosses 189

\n

Chapter 5 Interactional Metadiscourse 193

\n

5.1 The Overall Results of Interactional Metadiscourse 193

\n

5.2 Stance Resources 196

\n

5.2.1 Hedges 198

\n

5.2.2 Boosters 208

\n

5.2.3 Attitude Markers 213

\n

5.2.4 Self-mentions 219

\n

5.3 Engagement Resources 223

\n

5.3.1 Student-Inclusive Pronouns 224

\n

5.3.2 Questions 228

\n

5.3.3 Directives 236

\n

Chapter 6 Conclusion 243

\n

6.1 Its Major Findings and Contributions 243

\n

6.2 Limitations of the Study 245

\n

6.3 Implications for Future Studies 246

\n

Appendix A 248

\n

Appendix B 252

\n

Appendix C 254

\n

Appendix D 255

\n

Appendix E 262

\n

References 268

\n


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