基于人际关系管理理论的高校英语教师课堂元话语研究

A Study on EFL Teachers’ Classroom Metadiscourse from the Perspective of Rapport-management Theory

教师课堂话语是一种机构话语,它的主要功能以任务为导向,以传递知识为主,而师生关系的构建和维系有利于信息和知识的传递,因此构建和管理和谐的师生关系也是课堂教学的重要组成部分。元话语是元层面的话语行为,它不提供命题信息,而是关注使用中的话语和交际双方,并对话语进行反思性的组织和管理,体现交际参与要素之间的互动关系,人际互动性是其根本属性。元话语的对话性和交际互动本质决定它在人际关系构建中的话语资源作用。本研究以Spencer-Oatey的人际关系管理理论为分析框架,运用话语分析的方法分析考察教师是如何运用各类元话语资源来构建课堂动态身份特征,维护教师与学生各自的面子,实现师生之间的平等互动,以期构建和谐的师生关系,最终实现知识传递与和谐关系的共现。

As a kind of institutional talk, the main function of classroom talk is task-oriented for knowledge and information transmission. However, the construction and management of interpersonal relationship between teacher and students is also useful for knowledge transmission. Therefore, the teacher-student rapport building in language instruction will become very important. Metadiscourse is not used for providing propositional information, but seeks to capture the reflective management of the current talk and the participants of communication. The main features of metadiscourse are interactive and dialogic which determine its functions in the construction of interactive relationship between participants. This study adopts Spencer-Oatey’s Rapport-management Theory as an analytical framework, and uses discourse analysis to analyze how EFL teachers utilize various kinds of metadiscourse resources to construct dynamic identity in the classroom, to maintain the teacher and students’ face, and to realize the equality and association rights between the teacher and students for building teacher-student rapport.