外语课堂师生意义协商：互动与优化
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摘要
“外语课堂的师生意义协商互动”是指师生“共同体”在外语课堂教学情境中预见、感知、或体验到理解困难时共同做出努力,对所使用的目的语(外语)进行交互调整,以保证课堂交互活动的顺利进行,最终达到促进学生语言能力发展之目的。作为一种特殊的课堂言语互动形式,师生意义协商互动的意义在于能够促进学生对外语输入的理解,增加学生的外语调整输出,促使学生关注外语的语言形式,提高学生外语使用的准确度及流利性,从而提升外语课堂教学质量。
当前的外语课堂普遍存在着教师单向控制、师生间缺乏言语交流互动的问题,不仅使课堂教学显得乏味,难以调动师生在课堂教学中的主动性,而且严重违背了语言教学的规律,不利于培养学生外语运用能力。外语课常师生意义协商互动优化既具有理论层面的意义,更是改进现实外语课堂教学的需要。
有鉴于此,本研究采用文献研究法、观察法、自然调查法、理论分析法、行动研究法等多种研究方法,在梳理与分析国内外相关文献、调查了解外语课堂教学中师生意义协商互动现状的基础上,通过理论探讨、实践验证(行动研究)等过程,对课堂师生意义协商互动优化的理论和现实问题做了较为系统、深入的探究。
本研究的主要内容：
首先,讨论了本研究的缘起,对相关概念进行了辨析,梳理了国内外的研究现状,阐明了本研究的目的及意义,提出了本研究的基本思路与方法,介绍了论文的基本结构、以及本研究工作的拟创新之处。
其次,通过考量与解读我国外语课堂师生意义协商互动的现实状况,考察了我国外语课堂师生协商互动的实际过程,揭示出存在的根本性问题。在此基础之上,通过梳理外语课堂师生意义协商互动优化研究的理论渊源,检视外语课堂师生意义协商互动的整体系统,从多元理论的维度理解与阐释课堂师生意义协商的内涵、功能及结构,对我国外语课常环境下师生意义协商互动优化进行了策略性思考,大胆探索并初步创建了外语课堂师生意义协商互动优化保障体系雏形。
最后,开展行动研究,将理论研究结果应用于课堂师生意义协商互动优化实践,并在获得反馈信息的基础上得出研究结论：师生意义协商互动缺失是当前外语课堂教学存在的严重问题；师生意义协商互动优化是实现外语教学根本目标的重要举措；课堂师生意义协商互动优化是一个需要多方共同努力的全局性的工作,应当建立起课堂师生意义协商互动优化的激励机制,转变教师教学观念,树立正确的外语课堂教学观,加强教学反思及课堂话语策略意识与技能,增强教师的课堂师生意义协商互动优化的引导能力。
本研究的主旨是全方位解读我国外语课堂师生意义协商互动过程及其深层问题,阐释师生意义协商行为的内涵、功能及结构,并就其优化问题进行策略性思考。有鉴于此,研究结果的创新是笔者的全力追求。具体说来,本研究的拟创新之处主要体现在三个方面：首次较为全面地透视了我国外语课堂师生意义协商过程和相关变量；首次尝试性地从多层维度探析了外语课堂师生意义协商行为的内涵、功能及结构；大胆探索并初步建立了外语课堂师生意义协商互动优化保障体系雏形。
本研究在探寻外语课堂师生意义协商的内涵、功能与结构及其优化策略的基础上创建了优化保障体系,并开展了行动研究,将理论研究结果应用于课堂师生意义协商互动优化实践中。但是,由于博士学习时间相对较短,本研究工作,尤其是实证研究,尚不够深入,有待研究人员做进一步的后续研究。
The teacher-student negotiation of meaning (or meaning negotiation) that occurs in foreign language class refers to the modification and restructuring jointly made by the teacher and students to the target foreign language they use in class when they anticipate, perceive, or experience difficulties in message comprehensibility. It aims to achieve better understanding, facilitate classroom interaction, and eventually help students to increase their ability to use the target foreign language. As a special pattern of verbal interaction in class, teacher-student meaning negotiation plays a very important role in boosting students'understanding of foreign language input, increasing their output, and prompting them to turn their attention to the form of the foreign language they use, and is, therefore, contributive to their accuracy and fluency in using the foreign language, and able to improve the quality of foreign language class.
In today's China, foreign language instruction is troubled by problems like domination of teacher over students, lack of two-way verbal communications between teacher and students, etc.. These problems, which seriously run against the basic rules inherent in language instruction, are so common and prominent that classroom foreign language instruction is being turned into something extremely dull, and is dampening, rather than stimulating, both the teacher's and students'enthusiasm about the language they are learning. Consequently students are unlikely to become efficient foreign language users. Therefore, to do research and studies to find out the way to improve teacher-student meaning negotiation in foreign language class will not only help upgrade the existing language teaching theories, but also come up with solutions to problems beleaguering classroom foreign language instruction, and enhance classroom instruction efficiency and effectiveness.
In the present research, what is done first is reviewing the relevant studies conducted previously at home and abroad, and then an investigation is made to find out how teacher-student meaning negotiation is carried out in foreign language class, this is followed by a profound and systematic analysis of the theoretical framework concerned, and a probe into the major issues concerning teacher-student negotiation of meaning in foreign language class. The research methods adopted include documentation, investigation, observation, theoretical analysis, and action research, etc..
The main content of the present dissertation:
Firstly, explains why the present research is initiated, defines key concepts involved, gives an overview of the related previous studies both at home and aboard, makes clear the purpose and significance of the present research endeavor, clarifies the logical sequence on which the present research is based, and the research methods to be adopted, introduces the framework and structure of the paper, and describes the originality and creativity of the present research effort.
Secondly, carries out an investigation to find out how teacher-student meaning negotiation is conducted in foreign language class, to explore the actual meaning negotiation process, and to reveal the problems; makes a thorough and systematic analysis of a wide range of theories, including those from linguistics, psychology, sociology, and education, in an attempt to shed light on the optimization of teacher-student meaning negotiation; studies the meaning and connotation of this special verbal interaction, its funcitons, as well as the components or elements that comprise teacher-student meaning negotiation, including the subjects involved in the negotiation, the conditions needed to initiate the negotiation, the negotiation process, and the results of the negotiation; explores the strategies that may help to improve teacher-student meaning negotiation in foreign language class, and formulates a tentative teacher-student meaning negotiation optimization support system to facilitate the optimization endeavor.
Thirdly, conducts an action research to apply the results of the forgoing theoretical studies and the optimization measures into practice, and to find out whether they can really work and bring positive changes to foreign language class. The result of the action research shows that shortage of teacher-student meaning negotiation is a serious problem plaguing foreign language teaching in China; to optimize teacher-student meaning negotiation is key to achieving the objectives of foreign language instruction; and the optimization of teacher-student meaning negotiation demands joint effort, including setting up an effective mechanism to encourage the teacher and students to actively and frequently negotiate meaning with each other, transforming and improving teachers'perceptions of teaching, and increasing their abilities to reflect over their teaching work and to use various skills to initiate negotiation with students.
The main purpose of the present research is to gain a profound and deep insight into the teacher-student meaning negotiation, as well as the embedded problems, to elucidate the meaning and connotation of this special verbal interaction, its functions, as well as the components or elements that it is composed of, and as a result of this, to push the research work in this area a little bit forward based on its status quo. Specifically, the originality and creativity of the present research is mainly demonstrated in its effort to do the following in an unprecedented way:profoundly explore the actual process of teacher-student meaning negotiation, and the embedded problems; to define what teacher-student meaning negotiation is all about, to clarify its functions, and to specify it composition; and to establish a tentative teacher-student meaning negotiation optimization support system.
Although the present research successfully comes up with a tentative teacher-student meaning negotiation optimization support system after going through a series of research steps, including reviewing the relevant studies performed previously both at home and abroad, investigating the teacher-student meaning negotiations in foreign language class, analyzing the theoretical framework, and probing into the major issues concerning teacher-student negotiation, and comes to research conclusions based on an action research, it is not without imperfections due to the limited scope and duration of the investigations, and more work needs to be done to make the conclusions more reliable and convincing.
当前的外语课堂普遍存在着教师单向控制、师生间缺乏言语交流互动的问题,不仅使课堂教学显得乏味,难以调动师生在课堂教学中的主动性,而且严重违背了语言教学的规律,不利于培养学生外语运用能力。外语课常师生意义协商互动优化既具有理论层面的意义,更是改进现实外语课堂教学的需要。
有鉴于此,本研究采用文献研究法、观察法、自然调查法、理论分析法、行动研究法等多种研究方法,在梳理与分析国内外相关文献、调查了解外语课堂教学中师生意义协商互动现状的基础上,通过理论探讨、实践验证(行动研究)等过程,对课堂师生意义协商互动优化的理论和现实问题做了较为系统、深入的探究。
本研究的主要内容：
首先,讨论了本研究的缘起,对相关概念进行了辨析,梳理了国内外的研究现状,阐明了本研究的目的及意义,提出了本研究的基本思路与方法,介绍了论文的基本结构、以及本研究工作的拟创新之处。
其次,通过考量与解读我国外语课堂师生意义协商互动的现实状况,考察了我国外语课堂师生协商互动的实际过程,揭示出存在的根本性问题。在此基础之上,通过梳理外语课堂师生意义协商互动优化研究的理论渊源,检视外语课堂师生意义协商互动的整体系统,从多元理论的维度理解与阐释课堂师生意义协商的内涵、功能及结构,对我国外语课常环境下师生意义协商互动优化进行了策略性思考,大胆探索并初步创建了外语课堂师生意义协商互动优化保障体系雏形。
最后,开展行动研究,将理论研究结果应用于课堂师生意义协商互动优化实践,并在获得反馈信息的基础上得出研究结论：师生意义协商互动缺失是当前外语课堂教学存在的严重问题；师生意义协商互动优化是实现外语教学根本目标的重要举措；课堂师生意义协商互动优化是一个需要多方共同努力的全局性的工作,应当建立起课堂师生意义协商互动优化的激励机制,转变教师教学观念,树立正确的外语课堂教学观,加强教学反思及课堂话语策略意识与技能,增强教师的课堂师生意义协商互动优化的引导能力。
本研究的主旨是全方位解读我国外语课堂师生意义协商互动过程及其深层问题,阐释师生意义协商行为的内涵、功能及结构,并就其优化问题进行策略性思考。有鉴于此,研究结果的创新是笔者的全力追求。具体说来,本研究的拟创新之处主要体现在三个方面：首次较为全面地透视了我国外语课堂师生意义协商过程和相关变量；首次尝试性地从多层维度探析了外语课堂师生意义协商行为的内涵、功能及结构；大胆探索并初步建立了外语课堂师生意义协商互动优化保障体系雏形。
本研究在探寻外语课堂师生意义协商的内涵、功能与结构及其优化策略的基础上创建了优化保障体系,并开展了行动研究,将理论研究结果应用于课堂师生意义协商互动优化实践中。但是,由于博士学习时间相对较短,本研究工作,尤其是实证研究,尚不够深入,有待研究人员做进一步的后续研究。
The teacher-student negotiation of meaning (or meaning negotiation) that occurs in foreign language class refers to the modification and restructuring jointly made by the teacher and students to the target foreign language they use in class when they anticipate, perceive, or experience difficulties in message comprehensibility. It aims to achieve better understanding, facilitate classroom interaction, and eventually help students to increase their ability to use the target foreign language. As a special pattern of verbal interaction in class, teacher-student meaning negotiation plays a very important role in boosting students'understanding of foreign language input, increasing their output, and prompting them to turn their attention to the form of the foreign language they use, and is, therefore, contributive to their accuracy and fluency in using the foreign language, and able to improve the quality of foreign language class.
In today's China, foreign language instruction is troubled by problems like domination of teacher over students, lack of two-way verbal communications between teacher and students, etc.. These problems, which seriously run against the basic rules inherent in language instruction, are so common and prominent that classroom foreign language instruction is being turned into something extremely dull, and is dampening, rather than stimulating, both the teacher's and students'enthusiasm about the language they are learning. Consequently students are unlikely to become efficient foreign language users. Therefore, to do research and studies to find out the way to improve teacher-student meaning negotiation in foreign language class will not only help upgrade the existing language teaching theories, but also come up with solutions to problems beleaguering classroom foreign language instruction, and enhance classroom instruction efficiency and effectiveness.
In the present research, what is done first is reviewing the relevant studies conducted previously at home and abroad, and then an investigation is made to find out how teacher-student meaning negotiation is carried out in foreign language class, this is followed by a profound and systematic analysis of the theoretical framework concerned, and a probe into the major issues concerning teacher-student negotiation of meaning in foreign language class. The research methods adopted include documentation, investigation, observation, theoretical analysis, and action research, etc..
The main content of the present dissertation:
Firstly, explains why the present research is initiated, defines key concepts involved, gives an overview of the related previous studies both at home and aboard, makes clear the purpose and significance of the present research endeavor, clarifies the logical sequence on which the present research is based, and the research methods to be adopted, introduces the framework and structure of the paper, and describes the originality and creativity of the present research effort.
Secondly, carries out an investigation to find out how teacher-student meaning negotiation is conducted in foreign language class, to explore the actual meaning negotiation process, and to reveal the problems; makes a thorough and systematic analysis of a wide range of theories, including those from linguistics, psychology, sociology, and education, in an attempt to shed light on the optimization of teacher-student meaning negotiation; studies the meaning and connotation of this special verbal interaction, its funcitons, as well as the components or elements that comprise teacher-student meaning negotiation, including the subjects involved in the negotiation, the conditions needed to initiate the negotiation, the negotiation process, and the results of the negotiation; explores the strategies that may help to improve teacher-student meaning negotiation in foreign language class, and formulates a tentative teacher-student meaning negotiation optimization support system to facilitate the optimization endeavor.
Thirdly, conducts an action research to apply the results of the forgoing theoretical studies and the optimization measures into practice, and to find out whether they can really work and bring positive changes to foreign language class. The result of the action research shows that shortage of teacher-student meaning negotiation is a serious problem plaguing foreign language teaching in China; to optimize teacher-student meaning negotiation is key to achieving the objectives of foreign language instruction; and the optimization of teacher-student meaning negotiation demands joint effort, including setting up an effective mechanism to encourage the teacher and students to actively and frequently negotiate meaning with each other, transforming and improving teachers'perceptions of teaching, and increasing their abilities to reflect over their teaching work and to use various skills to initiate negotiation with students.
The main purpose of the present research is to gain a profound and deep insight into the teacher-student meaning negotiation, as well as the embedded problems, to elucidate the meaning and connotation of this special verbal interaction, its functions, as well as the components or elements that it is composed of, and as a result of this, to push the research work in this area a little bit forward based on its status quo. Specifically, the originality and creativity of the present research is mainly demonstrated in its effort to do the following in an unprecedented way:profoundly explore the actual process of teacher-student meaning negotiation, and the embedded problems; to define what teacher-student meaning negotiation is all about, to clarify its functions, and to specify it composition; and to establish a tentative teacher-student meaning negotiation optimization support system.
Although the present research successfully comes up with a tentative teacher-student meaning negotiation optimization support system after going through a series of research steps, including reviewing the relevant studies performed previously both at home and abroad, investigating the teacher-student meaning negotiations in foreign language class, analyzing the theoretical framework, and probing into the major issues concerning teacher-student negotiation, and comes to research conclusions based on an action research, it is not without imperfections due to the limited scope and duration of the investigations, and more work needs to be done to make the conclusions more reliable and convincing.
引文
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