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。
in linguistically-oriented discourse analysis. This concept of discourse and discourse analysis is three-dimension (Fairclough, 1992). As shown in Figure 2.1, “Text” attends to language analysis of texts. “Discursive practice” analyzes interaction from the perspectives of non-linguistic factor-social settings for example. Discourse should specify the nature of the processes of text production and interpretation. “Social practice” attends to issues of concern in social analysis such as the institutional and organizational circumstances of the discursive event and how that shapes the nature of the discursive practice, and the constitutive/constructive effects of discourse referred to above. The “three dimensions” are based on the ideas that conversations are determined by social conditions, and indeed they are part of that relationship (Fairclough, 1989). Language and discourse are part of socially conditioned processes.
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Chapter Three Research Methodology ........... 13
3.1 Research questions ..... 13
3.2 Participants ........ 13
3.2.1 Selection of participants ..... 13
3.2.2 Description of the participants ..... 14
3.2.3 The observed lectures and examinations ....... 15
3.3 Data collection and analysis methods .... 17
3.3.1 Observation and recording........... 17
Chapter Four Findings and Discussions ......... 20
4.1 Grouping by number of turns ....... 20
4.2 Statistically significant difference analysis of the four groups........... 21
4.3 Characteristics of the participants’ English classroom discursive......... 23
4.4 Identities of the different groups ........... 49
4.5 Contributing factors to identity constructions ......... 50
Chapter Five Conclusion ....... 57
5.1 Major findings of the study .......... 57
5.2 Limitations of the study ....... 58
Chapter Four Findings and Discussions
First, the chapter put the participants into different groups according to their number of the turns by SPSS. Second, the descriptive
statistics (the means of their English scores, number of interruptions and overlaps) and Analysis of Variance (ANOVA) were done among different groups, from which the study concluded three statistically significantly different groups to make a further research. Third, it analyzed the characteristics of some participants’ English classroom conversations in helping construct their identities. Then, on the basis of the descriptive statistics and their characteristics of the discursive interactions, we got the identities they constructed in English classroom. Finally, the study tried to find out the main factors that cont
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