数量准则下英语教师用语的研究_英语论文

A Research of English Teacher Talk from the Perspective of Quantity Maxim

摘要

随着国内课堂教学的发展以及社会对英语人才需求的增长，人们高度提倡发展英语教育并提高英语教育的质量，这就要求英语教师需要具备高质量的教师用语的能力。然而，对于正在发展中的教学体系以及学生的热切期望，英语教师课堂用语的质量还有待提高。英语课堂中，所有关于教学的单词和句子都必须表达得准确到位，贴近实际。这意味着教师在教学中必须遵循数量准则——会话合作原则中的准则之一。然而在某种程度上，相较于数量准则中的要求，一些教师课堂用语的表达要么过于拖沓，要么过于简短，因此违反了数量准则。本文探寻英语教师用语与数量准则之间的关系，并找出影响教师用语违反数量准则的因素以及一些适用于提高教师课堂用语质量的方法。本文经分析发现，教师用语受文化因素、社会因素、个人因素的影响。因此，结合这三个因素，本文从数量准则角度提出三个可行的策略。

关键词：英语教师用语；合作原则；数量准则；影响因素；改进策略

Abstract

With the development of classroom teaching in domestic area, English education has been highly advocated and improved because of the increasing social demand for English talents, which requires a high quality of English teacher talk. But compared with the earnest hope from students, the quality of teacher talk can hardly adjust to the developing teaching system. In English classroom, all the words and sentences involved in teaching should be expressed in a proper degree of information. That means teachers should observe the quantity maxim, one of the maxims of Cooperative Principle. But in some ways, some teachers offer more or less information than the quantity that is needed, which causes the violation of quantity maxim. This paper explores the relations between English teacher talk and quantity maxim, probing into some factors which affect the violation of quantity maxim in teacher talk and puts forward some feasible strategies for improvement. It has been revealed that teacher talk is affected by culture factor, social factor and personal factor. Therefore combined with these three factors, three feasible strategies are proposed in the light of quantity maxim.

Keywords: English teacher talk; Cooperative Principle; quantity maxim; affecting factors; strategies for improvement

Contents

1. Introduction 1

2. Literature Review 2

2.1 Teacher talk 2

2.2 Cooperative Principle and quantity maxim 2

2.3 Related research 3

3. The Relation between Teacher talk and Quantity Maxim 4

3.1 Observation of the maxim of quantity in teacher talk 4

3.2 Violation of the maxim of quantity in teacher talk 5

4. Factors Affecting The Violation of Quantity Maxim in Teacher Talk 9

4.1 Cultural factors 9

4.2 Social factors 10

4.3 Personal factors 11

5. Strategies for the Improvement of Teacher Talk 11

5.1 Getting rid of the stereotypes 11

5.2 Meeting with the students’ needs 12

5.3 Acquiring more cultural background knowledge of English 12

6. Conclusion 13

Works Cited 14