基于英语课堂互动会话的初中学生身份建构研究 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-09-08编辑:lgg点击率:6798
论文字数:38596论文编号:org201708311835434915语种:英语 English地区:中国价格:$ 66
关键词:英语论文范文会话分析身份建构影响因素
摘要:本文是英语论文范文,研究通过对调查问卷进行 SPSS多元回归分析,得出影响学生身份建构的因素。结果表明,班级职务是其进行身份建构的最重要的影响因素。这反映了在初中英语班级中权力至上的现状。
tity construction studies in classroom conversations.
2.1 Conversation Analysis
The field of Conversation Analysis (CA) began with Emanuel Schegloff, Harvey Sacks, and Gail Jefferson. Forty years later, it became the dominant approach to the study of human social interaction across the disciplines of
Sociology, Linguistics and Communication. Studies on identifying the primary structures, topics and contexts had attracted the researchers’ interests and attention. The components in CA include: talk time (Spender, 1980; Fitzpatrick and Dindia, 1986); question-asking (Fishman, 1980); topic initiations (Fishman, 1978); turn-taking violations, including interruptions (Aries, 2006; Shuy, 2006) and turns at talk which seem minimal, delayed or complete failures to respond (Fishman, 1978; West and Zimmerman, 1983). In my study, I will make conversation analysis from the perspectives of turn-taking, overlapping, interrupting, and repairing, which reflected the most salient features of the participants. One of the most basic features of conversation is that it involves participants in taking turns at speaking. According to Sacks, Schegloff and Jefferson (1974), the presence of “turns” suggests an economy, with turns being valued and with means for allocating them, which affect their relative distribution. Conversation is a turn-organized activity with the sequence which is called turn-allocation in CA. Sacks, Schegloff and Jefferson’s (1974) turn-taking model offers two classes of methods for turn allocation: current-select-next techniques and self-selection techniques.
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2.2 Critical approaches to discourse analysis
Critical discourse analysis (CDA) shows how discourse is shaped by relations of power and ideologies, and the constructive effects discourse has upon social identities, social relations and systems of knowledge and belief, neither of which is normally apparent to discourse participants (Fairclough, 1992). Fairclough is one of the critical discourse analysts who advocates that producing discourse is part of wider processes on producing social life, social relationships, and social identities (Fairclough, 1992). Therefore, Fairclough drew together language analysis and social theory, and combined more social-theoretical sense of “discourse” with “text and interaction” sense
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