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会话分析路向的课堂研究
Chinese as a second language research, 2018-10, Vol.7 (2), p.309-336
[Peer Reviewed Journal]
2018 Walter de Gruyter GmbH, Berlin/Boston ;ISSN: 2193-2263 ;EISSN: 2193-2271 ;DOI: 10.1515/caslar-2018-0012
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Title:
会话分析路向的课堂研究
Author:
刘, 运同
Subjects:
Chinese as a second language
;
Classroom communication
;
Classroom observation
;
classroom research
;
Classrooms
;
Conversation Analysis
;
Discourse analysis
;
Educational activities
;
Hearing
;
Interpersonal communication
;
Language teaching methods
;
Language usage
;
Quantitative psychology
;
Reflexivity
;
Repair
;
Researchers
;
Second language instruction
;
Second language learning
;
Second language teachers
;
Student teacher relationship
;
Teaching
;
Turn taking
;
会话分析
;
汉语作为第二语言
;
课堂研究
Is Part Of:
Chinese as a second language research, 2018-10, Vol.7 (2), p.309-336
Description:
会话分析(Conversation Analysis)的研究对象是人们的交际活动,包括日常的会话和机构性交谈。课堂教学是机构性交谈的一种,因此从会话分析创立之初,就有研究者按照会话分析的理论和方法来对课堂交流进行研究。本文从课堂交互研究和课堂学习研究两个方面概述了会话分析路向的课堂教学研究,包括主要的课题及其成果。在课堂交互活动研究方面,研究者从话轮转换、序列结构、会话补救三个方面深入挖掘课堂交互活动的特点。早期的一些研究较多关注于教师主导的课堂活动,描述教师在话轮分配上的主导地位;新近的研究开始关注其他类型的课堂活动或教师主导的课堂中其他类型的活动中的话轮替换形式。在课堂教学活动序列结构方面,会话分析路向的课堂研究显示了它微观分析的优势,细致而深入地描述 IRE 在课堂教学中的具体实现过程,准确地描写了后续话轮的作用。纠正学生的错误是课堂教学中的重要一环,会话分析路向的课堂研究表明,把课堂教学中的补救或纠错与日常会话的补救做简单的对比是不恰当的。课堂的补救行为跟 IRE 序列有密切的关联,并且研究还发现课堂上的补救行为与课堂教学环境有很大关联,跟课堂教学中不同阶段的特定教学目标密切相关。此外,会话分析路向的习得研究在很多方面丰富和补充了已有的第二语言习得研究。它最大的优势在于利用真实的语料来揭示学习者的理解和学习是否、何时、怎样、为什么产生。同时由于会话分析导向的习得研究把学习看作是一种社会交流活动,突破了大多数 SLA 研究把学习当作是个体认知活动的局限。我们认为,会话分析注重真实语料以及交互者视角的特点给汉语作为第二语言的课堂研究提供了有益的借鉴。
Publisher:
Berlin: De Gruyter
Language:
English;Chinese
Identifier:
ISSN: 2193-2263
EISSN: 2193-2271
DOI: 10.1515/caslar-2018-0012
Source:
AUTh Library subscriptions: ProQuest Central
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