教学语伴手势与话语因素的协同模式研究

A Study on the Coordination among Co-speech Gestures and Their Accompanying Discourse Features in Classroom Scaffolding Conversation

本研究借鉴辩证认知理论的批判性话语分析视角,使用批量国内高校英语课堂教学的多模态语料,通过量化提取和二元回归分析手段来揭示教师支架对话中语伴手势、话轮类型和支架策略的互动特征以及这三者协同对支架效果的影响。结果发现:支架类话轮中的手势种类及频次(尤其是指示类和语用类手势)最多且成功率高;支架策略中的"提问类"和"解释类"策略使用频率较高,其中前者与手势协同较能促进支架成功;后者则有消极作用。二元回归分析还发现,手势类型、话轮类型和支架策略三者均对支架效果有显著影响。其中"支架类话轮"中的手势使用频率对支架效果有显著积极影响。"提问策略"使用也会影响改善支架效果。而"操作类手势"和"解释策略"则对支架效果有显著消极影响。

Based on a multimodal database of pedagogic scaffolding in Chinese college EFL classrooms and inspired by the Cognitive Dialectic Theory in Critical Discourse Analysis,the present study adopted a quantitative method to explore the associations among gesture types,conversational turns and scaffolding means in teachers’scaffolding talk,and to find howthe three variables coordinate to exert an influence on the final achievement of scaffolding efforts.The results show:first,gestures occur most frequently in scaffolding turns,especially pointing and pragmatic gestures;second,Chinese EFL teachers showa preference on'questioning'and'explaining'means in scaffolding activities.Gestures can optimize the scaffolding effect of'questioning',but breach that of the latter.A regression study reveals that the coordination among gesture types,turn types and scaffolding means has a significant impact on the effect of scaffolding efforts.To be more specific,the number of gestures occurring in scaffolding turns is found to be positively related to the success of scaffolding act.And'questioning'means plays a significant positive role in realizing scaffolding purpose,while'operational'gesture and'explaining'means play a negative role.