A Review of Domestic Researches on the Application of Discourse Analysis in English Comprehension Teaching in Recent Years

Discourse analysis has drawn great attention among linguistics since its birth.Besides its theoretical research,it has been highly valued in teaching fields.In recent years,researchers in China apply it to listening teaching.This paper presents a review of the relevant research in the following aspects:the processing of listening comprehension;the cohesion and coherence of listening texts,the analysis of context of listening texts,the analysis of textual structure of listening texts,and the analysis of topics of listening texts.For the future domestic research of the effective and efficient application of discourse analysis in listening comprehension,some problems and suggestions have been drawn on.

The Application of Discourse Analysis in English Listening Teaching

At present,Discourse analysis is very useful in teaching English.This thesis is to explore college English listening teach ing under the DA mode.58 students were selected to complete the project.And as a result,the students’listening skills and com municative competence has been developed greatly after the DA.

Discourse Analysis for SLA Teaching and Learning

This digest focuses on the application of discourse analysis to second language teaching and learning. It reveals how teachers can improve their teaching practices by investigating actual language use both in and out of the classroom, and how students can learn language through exposure to different types of discourse.

Significance of Discourse Analysis on College English Listening Teaching

Discourse analysis is an indispensable part in the process of English listening comprehension.It also plays a very impor-tant part in college English listening teaching.Thus,it is useful to carry out the listening courses with the guidance of discourseanalysis.The characteristics of college English listening comprehension are introduced in this article.Meanwhile,the positive ef-fects and significance of discourse analysis are also analyzed with the expectation that the teaching methods and efficiency of col-lege English listening courses will be improved.

An Analysis of English Media Text Discourse:From the Perspective of Grammar Teaching

The aim of this essay is to explore several possible strategies that can facilitate the learners'grammatical competence development through the analysis of grammatical features of a media text and help to explore the potential of developing grammatical competence in language teaching context.

Microscopic Discourse Analysis in Senior English Reading Teaching

Microscopic discourse analysis is an important means for English reading,especially for senior middle school students.The new curriculum reformation requires the senior students have strong comprehensive ability in reading materials.How to get the goal in a short time? The question need teacher think in the reading teaching.Microscopic discourse analysis will not only im prove the students'comprehensive ability in reading,but also improve their communicative ability in real situation.It can be used in English reading teaching.This paper will discuss why the reading teaching should consider the microscopic discourse anal ysis,how to apply it in English reading teaching.

Teaching Oral English Skills from Discourse Analysis

This paper explores teaching oral English skills from discourse analysis,,mainly cooperative principle and speech act theory.Different methods of discourse analysis can help English learners gain sociolinguistic and strategic competence in learning speaking English.

Towards Promotion of Pragmatic Competence:Discourse Analysis in College Writing Classes

Language acquisition is far more than targeting its surface systems including grammatical patterns, lexical meanings, set structures and the like. It is for it that a shift is naturally coming up, i.e. more and more people's increasing concern on language use in real situations. For adult learners in China, English is quite different from the mother tongue that can be acquired naturally and with ease. In the learning process, linguistic knowledge is usually taught first, and then for the purpose of grasping language skills learners' automaticization should be involved. On the ground of the fact that classroom teaching is the main channel for most college students' to have their language input, teachers' wise strategies and full use of classrooms are quite essential for their language intake and general level as a whole. To enhance students' pragmatic competence, i.e. the ability to apply language flexibly and appropriately, this paper tries to find a way out in view of this concept, namely, the promotion of pragmatic competence by discourse analysis in writing classes.

The Efficacy of Explicit Instruction about Discourse Connectives in English Argumentative Writing on Second-Year Chinese University Students

This study investigated the effect of explicit instruction about DCs in argumentative writings by 15 Chinese learners of English. This study involved in a 4-week experiment. Pre-and post-writing tests were quantitatively analyzed to examine whether the explicit instruction about DCs had a significant effect on the students'argumentative writing. The findings revealed that the ex-plicit instruction of the target DCs facilitated the improvement of the participants in their argumentative writing .

多模态话语分析下内地西藏班英语微课教学的实践研究

本文基于英语教学中对多模态话语分析理论的需求,将融合多种模态符号系统的教学手段——微课应用于内地西藏班英语教学改革。通过构建适应多模态环境下的内地西藏班英语微课教学模式,丰富和创新了传统的内地西藏班教学方式,并提出一系列相应措施和对策,以期提高内地西藏班英语课堂教学效果、加强学生英语自主学习能力和多元识读能力,推动内地西藏班英语教育改革。

多模态话语分析理论下大学日语词汇教学研究

随着信息技术的发展,基于系统功能语言学的多模态话语分析理论得到广泛应用。近年来,国内众多学者将该理论与外语教学相结合开展多方面的研究。该文从多模态话语分析理论着手,归纳大学日语词汇在教学中存在的问题,分析该理论应用到教学中的意义,同时详细阐述该理论在教学中的具体实践方法,最终提出该理论给日语教学带来的启示。

同一期刊,不同实践:基于语料库的《应用语言学》互动元话语研究

研究论文是学者与学科社群沟通的主要媒介,但少有研究关注在一份期刊内,不同研究主题的写作实践在多大程度上存在差异。本研究通过比较《应用语言学》期刊语言习得和话语分析论文中互动元话语的使用情况,弥补这一不足。基于每个研究主题30篇研究论文的语料库,结果显示,语言习得领域的作者显著更频繁地使用增加性和结果性过渡标记语、重述语和非嵌入式引用,而话语分析者更倾向于使用例证、线性和非线性引用以及主题转换。这些差异都可以归因于学科研究范式的特点,这导致了学术写作中不同的知识构建和互动模式。研究结果为元话语在构建学科知识的修辞功能提供了实证证据,并对学术英语教师提供了教学意义,帮助应用语言学学者更好地了解国际发表的语言特点。

AI主讲课程开发的教师减负效应:一项试验研究

教师负担过重问题日益尖锐,党和国家专门颁布实施了教师减负政策,藉以凸显在教育智能化发展背景里AI主讲课程开发的教师教学减负成效问题。本研究采用融通型混合方法,考察了AI主讲课程开发的教师教学减负成效问题和助理AI执教与独自执教两类教师教学减负话语的差异问题。研究结果显示,基于文化整体论的动态时空融合结构模型观照教师教学减负话语,形成了时间负担、体力负担、情感负担与认知负担的融合型教学负担新概念,为教师教学负担与减负研究提供了新的理论框架;使用文化性话语分析法,在整体层面厘清了AI主讲课程的教师教学减负成效,包括时间减负、体力减负、情感减负和认知减负,其中时间减负成效特别显著,而在具体层面则揭示了助理AI执教和独自执教两类教师对减负效应感受与解释的文化差异并建构了三层环形的“教师教学减负话语结构”整体模型。显然,这些成果对未来教师负担与减负、教师研究者角色发展以及高质量课堂教学创新等课题,无论在实践上还是在研究上,都具有重要的启发意义。

媒介物何以可能:电子手写媒介的产生与意义的生产

近年来,一些配置手写笔技术的电子消费产品鼓励人们回归手写实践,传统手写与数字媒介之间的断裂存在某种打通的可能。这是在媒介研究中尚未被广泛关注的领域,提供了一个新的切入点来审视书写媒介的产生与意义生产。文章采用物质话语分析的路径关注这一全新的手写形态是如何从人机交互、手写识别等技术中走出来并形塑成媒介的,揭示电子手写媒介经历了多个发展阶段;电子手写媒介的发展与笔、墨、纸的媒介话语,以及代替与拓展的时空场景话语是一种同构关系;电子手写媒介的发展是一个媒介产生的塑形与意义生产的赋意相结合的过程。

生态语言学视角下大学英语课程思政教学设计研究

以“多元和谐,交互共生”生态哲学观为指导思想,以生态话语分析为研究范式,对《新视野大学英语读写1教程(第三版)》教材语篇进行课程思政元素挖掘,揭示话语隐藏的生态意识和价值观,并通过系统性教学设计将课程思政元素融入大学英语教学实践中,实现知识和育人的有机融合。

语篇教学在英语写作课程中的探索与实践

语篇教学是一种以语篇为单位的立体化教学模式,它统筹了上下文、语言交际、文化等多个方面,让语言回归到使用的本质,从而提高学生的语言能力、跨文化交际能力和思维能力,在英语写作课程中具有重要的价值与意义。在英语写作课程中,教师既需要从语言、语篇和文化因素来考虑英语写作中的语篇教学问题,也需要从优化教学设计、融合其他课程的优质教学内容、数字化技术赋能现代化教学等角度综合考虑英语写作课程的设计问题。语篇的学习和语篇思维的养成是一个循序渐进的过程,因此,课后多元评价体系的建立与实施对巩固英语写作课程的语篇教学效果有积极的意义。

国际中文课堂教学模式识别理论的构建与实践研究

国际中文教师的专业发展是提升教学质量的关键。本文以赋能教师反思为目标,以国际中文教育课堂文本数据为基础,首先创新性地提出了一个多层面的国际中文课堂教学模式识别框架,实现了对课堂教学宏观结构和微观互动的精确建模。然后基于大语言模型,设计了自动识别国际中文课堂教学模式的方法,验证了该方法的有效性,并分析了大语言模型应用于课堂教学模式识别的优势与挑战,揭示了人工智能在教学模式识别和教育数据挖掘方面的应用潜力。本文提出的课堂教学模式识别框架对国际中文教师的课堂教学设计和课后反思具有指导和借鉴意义,设计实现的模式识别方法可有效提升课堂分析的智能化程度,助力课堂分析的数字化转型。

从师生话语的显著性行为审视小学课堂对话教学——基于交互序列分析软件(GSEQ)的编码分析

话语分析作为课堂教学的主流研究方法,得到了教育界的广泛关注。在综合分析已有话语行为研究的基础上,构建了课堂话语分析框架。依据该框架从教师语言、学生语言、沉默或混乱3个方面对两节课进行量化编码,并借助GSEQ软件分析师生话语中的显著性行为特征,剖析对话教学存在的问题。分析发现:两节课堂的教师在教学过程中更关注自身话语的输出,且话语类别以讲授和指令话语为主;两节课堂的学生习惯于被动应答,主动提问意识薄弱;融洽的学习氛围是学生敢于主动反应和主动提问的重要因素。基于这些发现,提出以下建议:构建民主、和谐的课堂氛围,以促进师生平等对话;设计有效的课堂问题,鼓励学生主动提问,以提高学生的课堂参与度。

小学语文识字教学改进研究——基于课堂话语分析的视角

课堂话语分析研究是近几年国内兴起的一种课堂教学研究前沿理论。文章基于课堂话语分析的视角,观看、转录低年级识字单元教学视频,呈现小学语文识字教学中课堂话语互动的现状,阐述小学语文识字教学的困境。基于小学语文识字教学引入课堂话语分析的必要性,本文提出了识字教学课堂话语互动的应用策略:创造第三空间,课堂话语互动多模式化;根据问题类型,巧用回音策略。

翻译驱动的研究生英语学术写作教学实证研究

科技交流日益国际化,培养非英语专业硕士研究生的英语学术写作能力迫在眉睫。文章以山西医科大学一年级硕士研究生为授课对象,开设医学英语翻译与写作选修课程。2019年课程正式开设以来,已进行三轮六次实践教学。三年来,课程团队积极探索,不断提升课程质量,选修课的人数从51人增加到292人。课程实践表明,结合专业领域,开展翻译驱动的研究生英语学术写作教学,对于培养研究生的英语学术写作能力具有重要意义。该实证研究如实反映教学情况,为同类课程提供参考,为普通高校非英语专业研究生英语学术写作能力的培养路径提供新思路。