大学英语课堂教师话语批评性分析——以人称代词为例  

Critical Discourse Analysis on College English Teachers' Classroom Talk: Take Personal Pronouns for Example

作　　者：左言娜[1] 潘安[1] 王永忠[1] 杨晓丽[1] 薛爱华[1] 

机构地区：[1]安徽工程大学外国语学院,安徽芜湖241000

出　　处：《宜宾学院学报》2014年第2期98-103,共6页Journal of Yibin University

基　　金：安徽省教育厅"基于批判性思维的大学英语课堂教学过程控制及设计"(2012jyxm868);安徽工程大学青年基金项目(2010YQ029)

摘　　要：高校英语教师话语不仅是二语习得者语言输入的源泉,且能调节师生关系。若将话语权力水平分为高、中、低三个层次,中等教师权力水平最有利于学生二语习得。由于社会、历史和文化因素的综合影响,无论教师如何降低其权力,都不能改变师生权力关系的本质。College English teachers＇ classroom talk not only is ers are likely to receive in EFL classrooms, but also adjusts the the main source of comprehensible input which learn- relationship between teachers and their students. The intermediate level of teachers＇ power can facilitate the second language acquisition providing that teachers＇ power is distinguished into three levels： high, intermediate and low respectively. However, on account of the joint impact from society, history and culture, the essence of the relationship between teachers and their students can not be changed nomatter how hard teachers endeavor to lower their powers.

关 键 词：批评性话语分析 教师话语 三维分析模式 人称代词 权力 二语习得 

分 类 号：H319.3[语言文字—英语]