Construction of An Inter-subjective FLT Discourse Mode from the Perspective of Dialogue

摘要

频发的对话阻隔、主体间性缺失危机与低效的教学课堂话语模式的“错配”引发了交际能力缺失危机，危机的缓解和解决正需要在对话教学理念下构建主体间性外语教学课堂话语模式，而新旧教学模式交替形成的互动格局调整也成为相关主体推动教学模式转型的诱发因素。
　　本文从对话理念出发，采用理论分析法、文献综述法、观察及实验法，分析建构主体间性外语教学课堂话语模式的理念、特征及理论基点，最后通过考察导致低效课堂教学的原因，提出一些对应措施及建议。
　　本文由六部分组成。第一部分介绍本研究的缘由及意义，借由现有的文献综述进而阐述本文的研究方法。第二部分解构对话视域下主体问性课堂话语模式，阐述其内涵、特征、价值及可行性。第三部分考察现行外语教学课堂话语模式。第四部分分别从三方面解读建构主体间性课堂话语模式的三重困境：教学理念、教学行为、教学模式。第五部分讨论建构主体间性外语课堂话语模式的现实途径。根据上述困境分析，结合作者在教学过程中所获得的一手资料，进而提出对应措施及建议以期提高教学质量，主要包括：更新教学理念、调适教学行为、创新教学模式。第六部分总结主体间性课堂话语模式的阶段特征及发展趋势，分析论文不足之处并指出论文对外语教学的启迪。
　　本文试图从对话教学角度考察课堂对话，用主体间性理论来检视和融入外语教学的理论研究和实践运用，用规范语用学研究课堂话语，在交往视域下重建富有理性的师生对话，进一步提高课堂教学的有效性。

目录

文摘

英文文摘

Chapter One Introduction

1.1 Research background

1.1.1 Frequent asymmetric crisis of dialogue

1.1.2 Tangible lack of inter-subjectivity

1.1.3 Inefficient teaching mode of classroom discourse

1.2 Research status and core concepts

1.2.1 Research status

1.2.2 Core concepts

1.3 Study methods，train of thoughts and innovations

1.3.1 Study methods

1.3.2 Train of thoughts

1.3.3 Innovations

1.4 Summary

Chapter Two Logical Deconstruction of Inter-subjective FLT Discourse Mode

2.1 Bakhtin's theory of dialoguev

2.2 The theoretical dimension of inter-subjective FLT discourse mode and its feasibility study 12

2.2.1 Connotation，characteristics and value of inter-subjective FLT discourse mode

2.2.2 Necessity and significance of constructing inter-subjective FLT discourse mode

2.3 Summary

Chapter Three Investigation of the Existing Mode of Classroom Discourse

3.1 Teacher talk

3.2 Students' discourse

3.3 Classroom interaction

3.3.1 Interactive mode

3.3.2 Classroom questioning

3.4 Summary

Chapter Four Analysis of Plights in Constructing inter-subjective FLT Discourse Mode

4.1 Plight of educational concepts

4.2 Plight of educational behaviors

4.3 Plights of teaching mode

4.4 Summary

Chapter Five Practicable Methods in Constructing Inter-subjective FLT Discourse Mode

5.1 Solutions to plight of educational concepts

5.1.1 Acquiring linguistic theories to pursue open teacher talk

5.1.2 Encouraging students to conduct creative output for constructing new knowledge

5.2 Solutions to plight of teaching behaviors

5.2.1 Allowing students to be involved in the learning process

5.2.2 Designing the task-based syllabus

5.3 Solutions to plight of teaching mode

5.3.1 Improving the effectiveness of asking and responding under the sight of communication

5.3.2 Constructing the educational mechanism"rules+cultures"based on inter-subjectivity

5.4 Summary

Chapter Six Conclusion

6.1 Major findings

6.1.1 Periodic characteristic of inter-subjective FLT classroom

6.1.2 Development trend of constructing inter-subjective FLT discourse mode

6.2 Limitations

6.3 Enlightenments for FLT in China

Bibliography

Appendix：List of Figures

Acknowledgements