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.

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.

A Review of Methods of Critical Discourse Analysis(second edition)

This article gives an overview of Methods of Critical Discourse Analysis(second edition),which respectively introduces six approaches to do critical discourse analysis.Personal comments and suggestions on the book are also presented.It is hoped that the article may help readers particularly who would want to grow and extent their interest in CDA better usher into the field.

DISCOURSE ANALYSIS OF THE RESEARCH REPORT INTRODUCTION AND ITS APPLICATION FOR TEACHING ENGLISH WRITING

English writing has always been one of the main methods to measure English levels. In the Western academic field, the writing of academic essays is widely used in higher education to assess students' comprehension of the course material and to demonstrate students' academic and research levels. Based on Swales' and Bhatia's approaches, the move analysis is combined with the analysis of linguistic features — lexical and cohesive devices to analyse the research report introduction in order to show the necessity of including discourse analysis into teaching English writing. Based on this analysis, suggested applications for language teaching are put forward.

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.

Adopting a Discourse Approach to Teaching Speaking

Discourse analysis has established significant foundation in applied linguistics,thus exerting strong impact on language pedagogy.This paper discusses how to apply a discourse approach to teaching speaking.Speaking will be discussed from a syllabus point of view as well as from an activity point of view.The following discussion will mainly center on how a discourse approach to speaking could be adopted in teaching EFL students at tertiary level in China.

Discourse Awareness and Teaching Reading

Reading is an interactive process and discourse knowldege facilitates interpretation of the text.This paper discusses the thoery of reading from a discouse apporach,explores the interactive approach of teaching reading and discusses pedagogical impications with contexts concerned.

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。

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。

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。

教科书的乡土文化呈现及教学实现

教科书是传播知识、传承文化和弘扬社会主流价值的重要载体。乡土文化是中华民族繁衍发展的文化基因和智慧结晶,是中华民族的精神家园所在。乡土文化进入教科书,旨在以文化传承增进学生文化认同,以乡约教化启蒙学生生存智慧,以“位育”思想厚植学生乡土情怀。乡土文化在教科书中的呈现方式主要表现为以文本叙事描述有机循环的生命力量、以空间插图展现天人合一的价值信念以及以地方话语呈现伦理本位的社会形态。要充分发挥乡土文化的育人价值,就需要教师在教学时明晰育人目标,提升文化理解力;立足学生本位,解读跨时空图文;挖掘本土资源,创设真实情境。

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。

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。

苏珊·哈克基础融贯论视域中的科学课堂话语分析

科学教育的重要目标是塑造学生关于科学本质的经验。科学课堂的话语既是构建这一经验的重要因素,也是观测这一经验形成过程的有效透镜。科学教育界关于科学本质的三维理论和话语分析与学者所提出的三重话语秩序理论是高度契合的。这为建构一个理论框架、分析基础教育科学课堂上的话语秩序特征,及其变化如何影响科学本质教学的效果与背后机制提供了可能。案例分析揭示了三重话语秩序在科学课堂上的“结构-功能”,并通过“过程-事件”的线索予以呈现,得出指向科学本质的课堂话语秩序,可能具备的特征为:科学课堂上师生表述科学知识的话语角度,通过由孤立的命题向模态化知识,进而向精细复杂的大概念体系过渡;师生沟通科学探究过程的语体,通过由封闭的IRE模式向论争模式,进而向知识生产模式过渡;师生从事科学实践的身份,由传统学校机构关系向理性对话关系,进而向社会亲和关系的过渡。研究者基于话语秩序的以上连续广谱特征,从苏珊·哈克基础融贯论的科学哲学立场出发,对当下科学教育的传统尊崇主义和新犬儒主义进行了批判。

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。