提高英语课堂教学的课堂话语分析_英语论文

A  Pragmatic Analysis of Classroom Dialogue in Advanced English Course

摘要

教育，在现代和后现代社会中变得越来越复杂和复杂。人们不断地抱怨教育的困难，也不知道它会导致什么。幸运的是，许多理论家和实践者已经开发出了情感教育的理论和方法。

笔者注意到哈贝马斯批判的方法可以揭示课堂教育的困惑的现代主义为我们提供了寻求“最低限度的合理性的能力”。它可以为现代课堂教学带来希望，特别是对课堂话语的工具理性的限制。同时，也可为我国的基础教育课程，促进以话语为中心的教学提供参考。

本文旨在把哈贝马斯的规范语用学与英语课堂话语相关联，分析课堂对话，并对其适用性、特殊性、局限性和希望寻找出路，以期对现代主义课堂话语进行分析，提高课堂教学的理论体系。

关键词：规范语用学；英语课堂对话；跨文化教学设计

Abstract

Education is becoming more complex and sophisticated in the modern and post-modern society. People constantly complain about the difficulties of education and do not know what it leads to. Fortunately, many theorists and practitioners have developed theories and methods of emotional education. 

The author notes that Habermas Criticism of the method can reveal confusion classroom education modernist and provide us a way to seek “reasonable minimum of ability”. It can bring hope to the modern classroom teaching, especially restrictions on classroom discourse of instrumental rationality. At the same time, it can also provide teaching reference for our country's basic education curriculum and discourse centered .

The article is attempted to apply the theoretical basis to the analysis of classroom dialogue , the Habermas normative pragmatic learning thoughts and English classroom dialogue linked, the pragmatic norms to discuss the relationship between thought and dialogue in the classroom, for example, appropriateness, particularity, bureau. In order to analyze classroom discourse of modernism and achieve the effectiveness of classroom dialogue in advanced English classroom dialogue.

Key words: normative pragmatics; English classroom dialogue; intercultural teaching design

Contents

Introduction 1

1. Literature Review 2

1.1 Perspective of Normative Pragmatics 2

1.2 Point of View of the Ability to Act 3

1.3 Effectiveness of the of the Non - standard Classroom Dialogue Criticism 3

2. Objectives of Classroom Dialogue 4

2.1 Class Dialogue Goal: Self Identity to Different Social Identity 4

2.2 Reflection on the Subject 5

2.3 Identity Consciousness and Behavior Rules 5

3.An analysis of Classroom Dialogue from the Perspective of Normative Pragmatics 6

3.1 Teacher and Student's Speech Action 6

3.2 Roles of Teachers in Classroom Dialogue: Participants and Observers 7

3.3 Particularity of Classroom Dialogue 8

3.4 Interpretation of Classroom Dialogue Using Patterns from the "IRE" structure 9

Conclusion 10

References 12