大学生地域、文化身份认同定位对课堂互动的影响
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摘要
课堂互动(课堂话语)研究一直主要沿用信息加工或认知模式,例如具有代表性的I.R.F课堂话语语步(Sinclair & Coulthard, 1975; Mehan, 1979)。与此同时,越来越多的研究表明:学界对于课堂互动和话语中的社会文化或情境因素也应该等量齐观,例如社会文化或情境因素中的身份认同理论,就能为课堂互动和话语研究提供与众不同的或更广的视角来探究阻碍课堂互动的问题本质。本文基于身份认同观中的定位理论(Positioning theory),旨在探究在中国英语作为外语的环境下,教师对学生进行地域、文化身份认同定位的可行性及其对课堂互动话语的意义。
本研究随机抽取了某高校大二年级三个自然班,采用民族志的研究方法对真实课堂进行了为期一学年的观察;同时对师生课堂互动和对话进行了录音,课后并对学生定期进行了半结构化的访谈。其中本文着重选取了一个自然班(35人)中老师和三组学生的对话进行话语分析,以此来说明教师在课堂中如何根据学生的地域、文化身份认同进行定位的。其中话语片段(1)为一名外语学习的优等生和一名差生的组合,话语片段(2)关注一名从未参与课堂讨论的外语水平较弱的学生,话语片段(3)关注一名外语学习中等偏下学生的口语输出。
分析结果发现: (1)在英语作为外语的情境下,三组中三名外语水平较弱学生都认同自己多元的地域、文化定位。这跟在二语(ESL)情境下的情况大相径庭。(2)三组中三名语言能力较弱的学生,在教师通过地域文化身份认同定位后,能较主动参与课堂互动。第一组中外语水平较弱学生在通过地域文化身份认同定位后,克服语言障碍和同伴压力参与课堂讨论。第二组中一名从未参与课堂讨论的学生在身份认同定位后,参与课堂讨论。第三组中一名学生根据地域文化身份认同自我反身定位(Reflexive positioning)后参与课堂讨论。与此同时根据COLT (Allen, Fr?hlich, & Spada, 1984)分析课堂互动,数据说明课堂互动的质量也发生的积极的变化。
本文阐释了在国内课堂中,地域、文化身份认同定位是可行的。学生在二语情境下和二语社会化过程中,凸显已有地域民族文化会被排除在国外主流社会之外;但在英语作为外语的情境下,中国多元灿烂的地域文化身份认同定位非但对学生参与课堂讨论形成阻碍,恰恰相反给学生提供了在话题内容方面无与伦比的资源,地域文化身份认同定位和课堂互动两者相得益彰。同时,外语课堂不应局限于只有教师和学生两种情境身份(Zimmerman, 1998),教师可以通过定位和必要的语言辅助,把学生的不同地域文化身份认同有机地融入进课堂,这样学生能够更能动地参与课堂互动(Davies & Harré,1990)。
本研究说明了教师如何通过定位,有机地将学生的地域、文化身份认同植入外语课堂增加师生互动。但如今在国内的二语习得研究中,社会身份认同和定位同外语课堂互动话语的关系及其作用的研究还寥寥可数,其理论和实际教学意义还需更多的关注和后续相关研究。
Research on classroom interaction (classroom discourse) has predominantly been information-processing or cognitive in orientation, such as the representative model of Initiation—Response—Follow-up sequence (Sinclair and Coulthard,1975; Mehan,1979). Meanwhile a growing body of research acknowledges that the dimension of sociocultural or contextual factors also deserve careful consideration. Within the line of inquiry with an emphasis on sociocultural or contextual factors, research on the constitution of student identities in relation to development of talk in class has great potential to provide a new or wider perspective on the inherent problem of EFL classroom interaction. Informed by positioning theory of identity, this paper aims to explore the feasibility of positioning students based on cultural and regional identities as well as its effect on EFL classroom interaction in China.
Based on the ethnography of communication (EC), which can be used to study the use of language related to social and cultural values, three second-year classes randomly chosen from a college were observed for an academic year. Interactions between a teacher and students were audio-recorded and semi-structured interviews were also conducted. Specifically this paper focused on and discursively analyzed three events of the teacher’s positionings of his students from their somewhat different sociocultural backgrounds. The first extract was chosen in that a pair of students with far different English proficiency was involved in the discussion. The second one was concerned with a poor student who never voluntarily engaged in classroom activities. Then it was followed by the extract three on a student who was underachieving in the subject of English.
It has been found in all three events that (1) unlike their counterparts in ESL contexts, the three EFL college students embraced the teacher’s social positioning to assume cultural and regional identities in classes. (2) The three underachievers in their L2 learning all made voluntary and substantial contributions to in-class discussions. The first extract illustrates that in the presence of a top desk-mate, a student who had a poor command of English overcame the language barrier and engaged in the discussion related to regional positioning. The second one describes how a poor L2 student made an endeavor to challenge his English teacher’s authority based on the cultural positioning. Then it is followed by Extract three in which a group of students were first guided to speak on a topic generally but then a student himself chose to refer to his ethnic background specifically. Furthermore it has been revealed by the COLT observation scheme (Allen, Fr?hlich, and Spada, 1984) that classroom interaction also tends to be intensified.
It is argued that unlike in the ESL context, regional or cultural positioning of EFL students in the classroom is indeed possible. EFL students do not undergo L2 socialization and then their displays of their cultural or regional identities will not place them outside the mainstream of society. Besides, in the EFL contexts as vast and diverse as China, in addition to the usual situated identities (Zimmerman, 1998) in class: teacher and student, teachers can encourage students to position themselves reflexively (Davies and Harrém,1990) to assume cultural and regional identities, which can turn into the resources for students in classroom interaction and then can help to increase in-class participation. Furthermore, in the act of positioning, teachers should facilitate their students’longer exchanges with timely yet appropriate help.
To sum up, this study offers a snapshot of how a teacher successfully linked students’regional or cultural identities to language learning in practice. The pedagogic practice and its implications call for much more attention in that much work has tended to downplay the potential of social identities in the field of second language acquisition research in China.
本研究随机抽取了某高校大二年级三个自然班,采用民族志的研究方法对真实课堂进行了为期一学年的观察;同时对师生课堂互动和对话进行了录音,课后并对学生定期进行了半结构化的访谈。其中本文着重选取了一个自然班(35人)中老师和三组学生的对话进行话语分析,以此来说明教师在课堂中如何根据学生的地域、文化身份认同进行定位的。其中话语片段(1)为一名外语学习的优等生和一名差生的组合,话语片段(2)关注一名从未参与课堂讨论的外语水平较弱的学生,话语片段(3)关注一名外语学习中等偏下学生的口语输出。
分析结果发现: (1)在英语作为外语的情境下,三组中三名外语水平较弱学生都认同自己多元的地域、文化定位。这跟在二语(ESL)情境下的情况大相径庭。(2)三组中三名语言能力较弱的学生,在教师通过地域文化身份认同定位后,能较主动参与课堂互动。第一组中外语水平较弱学生在通过地域文化身份认同定位后,克服语言障碍和同伴压力参与课堂讨论。第二组中一名从未参与课堂讨论的学生在身份认同定位后,参与课堂讨论。第三组中一名学生根据地域文化身份认同自我反身定位(Reflexive positioning)后参与课堂讨论。与此同时根据COLT (Allen, Fr?hlich, & Spada, 1984)分析课堂互动,数据说明课堂互动的质量也发生的积极的变化。
本文阐释了在国内课堂中,地域、文化身份认同定位是可行的。学生在二语情境下和二语社会化过程中,凸显已有地域民族文化会被排除在国外主流社会之外;但在英语作为外语的情境下,中国多元灿烂的地域文化身份认同定位非但对学生参与课堂讨论形成阻碍,恰恰相反给学生提供了在话题内容方面无与伦比的资源,地域文化身份认同定位和课堂互动两者相得益彰。同时,外语课堂不应局限于只有教师和学生两种情境身份(Zimmerman, 1998),教师可以通过定位和必要的语言辅助,把学生的不同地域文化身份认同有机地融入进课堂,这样学生能够更能动地参与课堂互动(Davies & Harré,1990)。
本研究说明了教师如何通过定位,有机地将学生的地域、文化身份认同植入外语课堂增加师生互动。但如今在国内的二语习得研究中,社会身份认同和定位同外语课堂互动话语的关系及其作用的研究还寥寥可数,其理论和实际教学意义还需更多的关注和后续相关研究。
Research on classroom interaction (classroom discourse) has predominantly been information-processing or cognitive in orientation, such as the representative model of Initiation—Response—Follow-up sequence (Sinclair and Coulthard,1975; Mehan,1979). Meanwhile a growing body of research acknowledges that the dimension of sociocultural or contextual factors also deserve careful consideration. Within the line of inquiry with an emphasis on sociocultural or contextual factors, research on the constitution of student identities in relation to development of talk in class has great potential to provide a new or wider perspective on the inherent problem of EFL classroom interaction. Informed by positioning theory of identity, this paper aims to explore the feasibility of positioning students based on cultural and regional identities as well as its effect on EFL classroom interaction in China.
Based on the ethnography of communication (EC), which can be used to study the use of language related to social and cultural values, three second-year classes randomly chosen from a college were observed for an academic year. Interactions between a teacher and students were audio-recorded and semi-structured interviews were also conducted. Specifically this paper focused on and discursively analyzed three events of the teacher’s positionings of his students from their somewhat different sociocultural backgrounds. The first extract was chosen in that a pair of students with far different English proficiency was involved in the discussion. The second one was concerned with a poor student who never voluntarily engaged in classroom activities. Then it was followed by the extract three on a student who was underachieving in the subject of English.
It has been found in all three events that (1) unlike their counterparts in ESL contexts, the three EFL college students embraced the teacher’s social positioning to assume cultural and regional identities in classes. (2) The three underachievers in their L2 learning all made voluntary and substantial contributions to in-class discussions. The first extract illustrates that in the presence of a top desk-mate, a student who had a poor command of English overcame the language barrier and engaged in the discussion related to regional positioning. The second one describes how a poor L2 student made an endeavor to challenge his English teacher’s authority based on the cultural positioning. Then it is followed by Extract three in which a group of students were first guided to speak on a topic generally but then a student himself chose to refer to his ethnic background specifically. Furthermore it has been revealed by the COLT observation scheme (Allen, Fr?hlich, and Spada, 1984) that classroom interaction also tends to be intensified.
It is argued that unlike in the ESL context, regional or cultural positioning of EFL students in the classroom is indeed possible. EFL students do not undergo L2 socialization and then their displays of their cultural or regional identities will not place them outside the mainstream of society. Besides, in the EFL contexts as vast and diverse as China, in addition to the usual situated identities (Zimmerman, 1998) in class: teacher and student, teachers can encourage students to position themselves reflexively (Davies and Harrém,1990) to assume cultural and regional identities, which can turn into the resources for students in classroom interaction and then can help to increase in-class participation. Furthermore, in the act of positioning, teachers should facilitate their students’longer exchanges with timely yet appropriate help.
To sum up, this study offers a snapshot of how a teacher successfully linked students’regional or cultural identities to language learning in practice. The pedagogic practice and its implications call for much more attention in that much work has tended to downplay the potential of social identities in the field of second language acquisition research in China.
引文
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[2] Benson, P. (2004). (Auto) biography and learner diversity. In P. Benson and D. Nunan (Eds.): Learners’stories: Difference and diversity in language learning (pp. 4-22). Cambridge: Cambridge University Press.
[3] Benwell, M., & Stokoe, H. (2006). Discourse and identity. Edinburgh: Edinburgh University Press.
[4] Bernstein, B. (2000).‘Pedagogy’, Symbolic control and identity: Theory, research, critique. Oxford: Rowman & Littlefield Publishers.
[5] Berry, M. (1981). Systemic linguistics and discourse analysis: A multi-layered approach to exchange structure. In M. Coulthard and M. Montgomery (Eds.): Studies in discourse analysis (pp. 120-145). London: Routledge and Kegan Paul.
[6] Black, L. (2004). Teacher-pupil talk in whole-class discussions and processes of social positioning within the primary school classroom. Language and Education,18(5), 347-60.
[7] Blackledge, A., & Pavlenko. A. (2001). Negotiation of identities in multilingual contexts. The International Journal of Bilingualism, 5(3), 243–57.
[8] Byram, M., & Morgan, C. (1994). Teaching-and-learning language-and-culture. Clevedon, UK: Multilingual Matters.
[9] Cazden, C. (2001). Classroom discourse: The language of teaching and learning, second edition. Portsmouth, NH: Heinemann.
[10] Chiang, S., & Dunkel, P. (1992). The effect of speech modification, prior knowledge and listening proficiency on EFL lecture learning. TESOL Quarterly, 26(2), 345-374.
[11] Davies, B. (2001). Literacy and literate subjects in a health and physical education class: A poststructuralist analysis. Linguistics and Education, 11(4), 333-52.
[12] Davies, B., & Harré, R. (1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behavior, 20, 43–63.
[13] Drew, P., & Heritage, J. (1992). Talk at work: Interaction in institutional setting. Cambridge, UK: Cambridge University Press.
[14] Duff, P. (2002). The discursive co-construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics, 23(3), 289–322.
[15] Edward, D. (1998). The relevant thing about her: social identity categories in use. In Antaki and Widdicombe (eds), Identity in talks (pp. 15-33). London: Sage.
[16] Fasold, R. (1990). The sociolinguistics of language. Oxford: Blackwell.
[17] Firth, A., & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. Modern Language Journal, 81(3), 286-300.
[18] Flowerdew, J., & Tauroza, S. (1995). The effect of discourse markers on second language lecture comprehension. Studies in Second Language Acquisition, 17 (4), 435-458.
[19] Gass, M., & Varonis, M. (1985). Task variation and nonnative/nonnative negotiation of meaning. In S.M. Gass & C.G. Madden (Eds.), Input in second language acquisition (pp. 149-161). Rowley, MA: Newbury House.
[20] Green, L., & C. Dixon. (1993). Talking knowledge into being: Discursive and social practices in classrooms. Linguistics and Education, 5 (3-4), 231–9.
[21] Heath, B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge: Cambridge University Press.
[22] Holland, D., & J. Lave. (2001). History in Person .Santa Fe, NM: SAR Press.
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