国际中文教师课堂支持性言语行为标记研究

Research on Classroom Supportive Speech Act Markers for International Chinese Teachers

该研究基于社会语言学中的“新言语行为分析”理论,通过对28位国际中文教师课堂话语的转写,分析了国际中文教师在课堂上使用语篇支持性言语行为标记和人际支持性言语行为标记的情况和特点。其中,在语篇支持性言语行为标记中,语义连贯标记的使用远多于动作连贯标记;在人际支持性言语行为标记中,使用最多的是求应标记,其次是宣示标记和回应标记。该研究在此基础上进一步分析其中呈现的国际中文教师言语行为的情感性特点、教师使用的情感策略及国际中文课堂上独特的师生角色关系,以期为教师言语行为分析及教师发展提供一定的参考。

This study is based on the theory of"New Speech Act Analysis"in sociolinguistics.By transcribing the classroom discourse of 28 international Chinese teachers,it analyzes the situation and characteristics of their use of discourse supportive speech act markers and interpersonal supportive speech act markers in the classroom.Among them,semantic coherence markers are much more commonly used in discourse supportive speech act markers than action coherence markers.In interpersonal supportive speech act markers,the most commonly used ones are the response markers,followed by the declaration markers and response markers.Based on this,the study further analyzes the emotional characteristics of the speech behavior of international Chinese teachers,the emotional strategies used by teachers,and the unique characteristics of teacher-student role relationships in international Chinese classrooms,in order to provide some reference for the analysis of teacher speech behavior and teacher development.