基于礼貌实践观的优秀外语教师课堂提问研究

A Study of Excellent Foreign Language Teacher's Classroom Questioning from the Perspective of Politeness as Social Practice

如何进行有效的课堂提问一直是教学研究领域的重要话题。现有文献多聚焦提问中的信息传递,对提问互动中的师生人际关系建构过程缺少应有的关注。基于礼貌社会实践观的理论视角,以真实课堂话语为语料,采用礼貌分析的话语-互动方法考察一名大学优秀英语教师在课堂提问中的礼貌实践情况及其对师生人际关系的影响,从身份建构视角对中国外语课堂机构语境下师生互动的道德秩序进行了细化。该教师在课堂提问互动中通过特定的社会行为和意义进行礼貌实践,具有语言和副语言层面的典型表征,与所在序列语境密切相关。本研究可为深入动态考察师生互动中的礼貌及关系实践提供参考。

How to perform effective classroom questioning has always been a hot topic in teaching. The existing literature tends to focus on information transmission during classroom questioning, while the construction of teacher-student interpersonal relation lacks due attention. Within the theoretical framework of politeness as social practice and based on authentic classroom discourse, this paper adopts a discursive-interactional approach to explore the politeness practices of an excellent college English teacher during classroom questioning and its influence on teacher-student interpersonal relation.The paper also refines and specifies the moral order for teacher-student interaction in the Chinese foreign language classroom institutional context from the perspective of identity construction. It suggests that teachers' specific social actions and meanings during classroom questioning can occasion politeness evaluation, which is closely related to local sequential contexts with typical verbal and non-verbal representations. The present study may provide guidance for more in-depth and dynamic investigation of politeness and relation in teacher-student interaction in the future.