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大学英语课堂教师话语研究.docx

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大学英语课堂教师话语研究 Abstract UniversityEnglishclassroomisauniquelinguisticandculturalspacewheretheteacherplaysasignificantroleinguidingstudents’languageacquisitionandculturalunderstanding.Thispaperfocusesonanalyzingtheteacher’sdiscourseintheuniversityEnglishclassroom.Itarguesthattheteacher’suseoflanguagereflectshisorherteachingstyle,personality,andgoals,andthattheteacher’sdiscoursehasasignificantimpactonthestudents’motivation,confidenceandcognitiveprocesses. Introduction TheteachingofEnglishasasecondlanguage(ESL)inuniversitysettingshasbeenthesubjectofextensiveresearchandscholarlydebate.Whilemoststudieshavefocusedonthestudents’languageacquisition,fewhaveexaminedtheroleandimpactoftheteacher’sdiscourseonthestudents’learningprocesses.Thispaperseekstoaddressthisgapintheliteraturebyanalyzingtheteacher’sdiscourseintheuniversityEnglishclassroom. TheoreticalFramework Thestudyofdiscourseinlanguageteachinghasbeenshapedbyseveraltheoreticalperspectives.Oneofthemostinfluentialisconstructivism,whichemphasizestheroleoflearners’cognitiveprocessesinlanguagelearning.Accordingtothisperspective,languagelearnersconstructtheirownknowledgeofthelanguageandtheworld,basedontheirpriorexperiencesandinteractionswithothers.Theteacher’sdiscourseisseenasacrucialfactorthatshapesthestudents’cognitiveprocessesandaffectivestates.Anotherperspectiveissocioculturaltheory,whicharguesthatlanguagelearningisasocialprocessthatinvolvesinteractionswithothersandtheacquisitionofculturalmeaningsandvalues.Fromthispointofview,theteacher’sdiscoursereflectshisorherculturalbackground,educationalvalues,andideologicalorientation,andinfluencesthestudents’understandingofthelanguageandculture. Methodology ThedataforthisstudywerecollectedfromtwouniversityEnglishlanguageclassestaughtbytwodifferentteacherswhohaddifferentteachingstyles,personalities,andgoals.Theclasseswerevideotapedandtranscribed,andtheteacher’sdiscoursewasanalyzedusingadiscourseanalysisframeworkthatfocusedontheteacher’suseoflanguage,discoursestructures,andinteractiona