多元文化背景下外语教学中的话语权问题研究——以新疆三语地区英语教学为例

A Study on the Issues of Discourse Right in Foreign Language Teaching in Multi-Cultural Background——A Case Study Based on English Teaching in Tri-Lingual Areas of Xinjiang

"一带一路"战略的实施对于处于核心区的新疆无疑是文化、教育事业大繁荣的契机。多元民族文化的碰撞使得新疆语言文化呈现纵深发展。因此在英语课堂教学中,民族母语、汉语以及第二外语英语(对于当地少数民族学生)之间的关系也日趋引起关注。笔者亲赴新疆维吾尔自治区博州温泉县三所城区民汉合校的初中进行调研,主要采用课堂观察法对英语课堂话语权的分布进行探讨和分析。课堂观察和转写所得的话语权分配数据表明,三所初中英语课堂话语语种和学生参与的格局呈现不平衡的状态。汉语在英语课堂占主导,英语次之,少数民族语较少;汉族学生参与课堂人数多于少数民族学生。本文试从批评话语分析视角解读初中英语教学中的话语权分布的问题及其原因,以期能为新疆三语背景下的英语课堂话语组织提供启示。

It is undeniable that ＂The Belt and Road Initiative＂ has made XinJiang, the core area get the best opportunity in the development of culture and education. Based on that, contact among multi-ethnic cultures promotes language and culture＇s progressing in width and depth. Thus, the relationship between ethnic languages, Chinese, and English （the second foreign language for local minorities） has drawn much attention in English teaching. In the paper, three urban Junior middle schools（multi-ethnic） of county Wenquan in Bozhou were investigated. The author used classroom observation to discuss and analyze the distribution of languages in English classes. Data from classroom observation and transcription show the imbalaneed distribution of languages of English classes in the three middle schools, of which Chinese ranked the first, English second and very few ethnic languages. Besides, students of Han occupy more participation than those of minorities. The author attempts to interpret the essence of discourse fight in English class from the perspective of Critical Discourse Analysis, with the expectation of giving implications in classroom language organization.