外语课堂教师反馈的表达类言语行为研究  

A Study on Expressive Speech Acts Performed in College English Teachers' Feedback

作　　者：袁媛[1] 

机构地区：[1]杭州电子科技大学外国语学院,浙江杭州310018

出　　处：《杭州电子科技大学学报（社会科学版）》2013年第4期63-67,共5页Journal of Hangzhou Dianzi University：Social Sciences

基　　金：浙江省教育厅科研资助项目(Y201326635)

摘　　要：通过分析外语课堂收集的教师话语语料考察了教师反馈中的表达类言语行为。调查结果显示:(1)反馈中表扬言语行为使用最广,且具有高度程式化特征;(2)批评言语行为因其对受话者造成面子威胁的特征在实施过程中伴有不同的缓和策略。在对各批评策略进行系统分类后,研究发现教师在策略的选择上具有倾向性,偏爱使用模糊限制语、扬抑结合和解释原因等策略。The expressive speech acts performed in college English teachers' feedback are examined via statistic analysis. The results show that( 1) In terms of perfomance frequency expressive speech acts stand out among others and tend to be highly formulaic;(2) Mitigating strategies are extensively employed in criticism performance due to the face threat involved. Categorizations of criticizing strategies is subsequently presented, and among them 'using hedges','agreeing partially'and 'grounding'enjoy the greatest popularity.

关 键 词：教师反馈 言语行为 批评 表扬 策略 

分 类 号：H319[语言文字—英语]