师幼互动中男女教师语言运用的对比研究——基于人际功能理论视角

A Comparative Study on the Language Use of Male and Female Teachers in Teacher-child Interaction:Based on the Perspective of Interpersonal Functional Theory

本研究在系统功能语言学的人际功能理论框架下,对32名幼儿园教师(男女各半)的师幼互动语料进行定量分析,还采用三角互证法对1名男教师和1名女教师的态度和实践进行个案对比分析。结果发现:男女教师在师幼互动中的语言人际功能分布的大体趋势一致,即围绕信息(陈述和提问)的交流超过围绕物品或服务(指令和建议)的交流;男教师陈述语言的使用率高于女教师,女教师指令语言的使用率高于男教师;男女教师均与男幼儿的交流最频繁,其次是女幼儿,最后是混合组幼儿(男女均有)。个案研究结果表明,个体教师对师幼互动的态度可能影响其语言运用。研究建议,应理性看待幼儿园男女教师对幼儿的影响,为男女教师提供性别特定的师幼互动语言培训,关注教师在师幼互动中的性别公平实践。

This study employs the interpersonal functional framework of systemic functional linguistics to quantitatively analyze the teacher-child interaction corpus of 32 kindergarten teachers,comprising an equal number of male and female teachers.Using the triangulation method,the attitudes and practices of one male and one female teacher are compared in a case study.The study finds that both male and female teachers tend to communicate more around information,such as statements and questions,than around goods-or-service,such as instructions and suggestions.Additionally,male teachers tend to use more declarative language,while female teachers use more directive language.Both male and female teachers engage most frequently with male preschoolers,followed by female preschoolers,and finally a mixed group.The case study reveals that an individual teacher's attitude towards teacher-child interaction can affect their language use.The study suggests that the impact of male and female kindergarten teachers on young children should be viewed rationally,so gender-specific teacher-child interaction language training should be provided for male and female teachers,and attention should be paid to gender equity practices of teachers in teacher-child interaction.