英语教学支架语言与手势、身体姿势、表情的意义协同研究

A Study of Meaning Coordination Between Gestures,Postures,Facial Expressions and Scaffolding Language During English Language Teaching

本研究以某高校“综合英语”课程组9名教师的教学视频为语料,基于系统功能多模态话语分析框架考察手势、身体姿势和表情如何协同语言产生意义,起到支架作用。研究显示:(1)教师语言模态的使用频次最多,主要包括提问、解释、示范和反馈四种支架策略;(2)手势是使用频次最多的非语言模态,它配合支架策略起到释义、强调、引导、邀请和指向的支架作用;(3)教师身体姿势和表情变化较少,通常伴随提问和示范策略来展现教师的权威地位,伴随解释策略来融洽课堂氛围。本研究能为大学英语教师协同语言与非语言资源,实现有效课堂交际提供启示。

Taking the systemic functional multimodal discourse analysis as its analytical framework,with the teaching videos from 9 teachers in the comprehensive English course group of a university as its data,this study explores how gestures,postures and facial expressions and language work together to generate meaning,serving as scaffolding.The results show that:(1)Teachers use the language modality the most frequently,mainly including four types of language scaffolding strategies:questioning,explanation,modelling and feedback;(2)Gesture is the most frequently used non-verbal modality,which is associated with language functioning as explanation,emphasis,guidance,invitation and pointing;(3)Teachers have less variation in postures and facial expressions,usually accompanied by questioning and modelling strategies to demonstrate their authority,and accompanied by explanation strategies to create a harmonious classroom atmosphere.This study provides implications for college English teachers on how to coordinate verbal and non-verbal resources to achieve effective classroom communication.