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本研究以三位蒙古族初中英语教师12节课的教学录像、录音、对教师和学生的访谈为数据,首先分析了不同结构类型教师语码转换功能分布特征。然后探究了三语环境下蒙古族初中英语教师课堂语码转换作为中介所发挥的作用。研究发现汉语及以汉语为主体语言框架小句内语码转换占总教师话语功能的26%,主要在完成教学任务上发挥重要作用;蒙语及蒙语为主体语言框架小句内语码转换功能占总教师话语功能19%,主要在管理课堂层面上发挥重要作用。最后在分析教师语码转换功能分类及其分布特征的基础上建构了三语环境下不同结构类型教师课堂语码转换中介作用的描述模型。该描述模型的构建为教师语码转换研究提供了新的视角,对二/外语或三语,甚至多语环境下教师课堂语码转换功能分析具有实践和理论意义。
In this study, three Mongolian middle school English teachers in 12 classes of teaching video, audio recording, interviews with teachers and students as the data, the first analysis of the different types of structural characteristics of the transliteration of the code features. Then it explores the role played by the Mongolian middle school English teachers’ class code conversion as an intermediary in the three language environment. The study found that within the framework of Chinese and Chinese as the main language code-switching accounted for 26% of the total teacher discourse function, mainly in the completion of teaching tasks play an important role; Mongolian and Mongolian as the main language framework within the sentence code conversion The function of the total teacher talk function 19%, mainly in the management of the classroom level play an important role. Finally, based on the analysis of the classifications and distribution features of the code-switching functions of teachers, a description model of the role of code-switching intermediaries in different types of teachers in the three-language environment is constructed. The construction of the description model provides a new perspective for the study of the code-switching of teachers. It has practical and theoretical significance to analyze the code-switching functions of teachers’ classrooms in two / foreign languages or even three languages.