大学英语教学中教师语码转换的社会语言学分析
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摘要
近年来,语码转换的研究受到多领域的关注,研究者从不同的角度出发并得到了丰硕的成果。在国内,对教师语码转换的实证研究相对很少,从社会语言学角度来研究教师语码转换的更少。本研究可以是国内语码转换研究的补充。
本研究从社会语言学的角度出发,基于社会语言学家迈尔斯·司各腾的标记模式理论框架,运用定性研究方法对大学英语课堂教师语码转换的动机进行了分析。通过对课堂观察录音数据的分析,发现教师语码转换在英语教学中是存在的,而且往往是在使用英汉、话语角色和对学生的称呼语这三类语码转换方式,并通过这些方式实现了一些功能性目的,这些功能主要包括:翻译,便于学生理解、课堂管理、吸引学生注意力、强调、反馈、减少学生焦虑、幽默和表达亲近平等的关系。根据标记模式理论,本研究进一步分析了促进教师做出以上功能性语码转换的潜在因素,结果显示教师语码转换主要是为了最大化回报、最小化付出:效果最佳化,同时也为了协商权利与义务关系(谈话参与者在特定情景所期望的相互关系)。具体地说,无标记语码转换是为了维持或确认当前的非标记性权利与义务关系,有标记语码转换是为当前的情景建立一套新的非标记性权利与义务关系。最后通过对教师语码转换标记性的分析得出结论:教师语码转换在大学英语课堂上主要是一种有标记选择,突显为协调师生权利义务关系,谋求教学与交际效果最佳化。
本研究尽管有不足之处,但是对于国内英语教学及教师培训具有一定的启示意义。
For the past few years, the study of code-switching has been the focus in various fields. Researchers study it from different perspectives and score plentiful achievements. In China, there are relatively few empirical researches on teachers’code-switching, and much fewer on teachers’code-switching from the sociolinguistic perspective. This study can be supplemental to the researches on code-switching in China.
From the perspective of sociolinguistics, and based on sociolinguist Myers-Scotton’s Markedness Model, the present study is trying to explore teachers’motivations for code-switching in college English classroom with the qualitative research approach. Through the analysis of the data from classroom observations and audio-recordings, it reveals that teachers’code-switching is a universal phenomenon in English classroom, and it tends to be in use English/Chinese, discourse roles and address forms by which teachers reach some functional aims. These functions include translation, facilitating students’understanding, class management, attracting students’attention, emphasis, evaluation and feedback, lessening students’anxiety, humor and expressing intimacy and solidarity. Moreover, this study further explores the underlying factors that motivate teachers to do these functional code-switching under the framework of Markedness Model. The results show that teachers switch code to enhance rewards and minimize costs, namely, optimization. At the same time, teachers also want to negotiate the rights and obligations set (the relationship between participants who expect and agree to observe in a given interaction type). Specifically, choosing the unmarked choice is to maintain or affirm the current unmarked rights and obligations set, while choosing the marked choice is to establish a new set of unmarked rights and obligations set. Finally, after the analysis of the markedness of teachers’code-switching, the conclusion reveals that teachers’ code-switching is mainly a marked choice in college English classroom, for the negotiation of a new set of rights and obligations, seeking to optimize the effects of both teaching and communication
Despite the limitations of this study, it still is significant for the English teaching and teacher training to some extent.
本研究从社会语言学的角度出发,基于社会语言学家迈尔斯·司各腾的标记模式理论框架,运用定性研究方法对大学英语课堂教师语码转换的动机进行了分析。通过对课堂观察录音数据的分析,发现教师语码转换在英语教学中是存在的,而且往往是在使用英汉、话语角色和对学生的称呼语这三类语码转换方式,并通过这些方式实现了一些功能性目的,这些功能主要包括:翻译,便于学生理解、课堂管理、吸引学生注意力、强调、反馈、减少学生焦虑、幽默和表达亲近平等的关系。根据标记模式理论,本研究进一步分析了促进教师做出以上功能性语码转换的潜在因素,结果显示教师语码转换主要是为了最大化回报、最小化付出:效果最佳化,同时也为了协商权利与义务关系(谈话参与者在特定情景所期望的相互关系)。具体地说,无标记语码转换是为了维持或确认当前的非标记性权利与义务关系,有标记语码转换是为当前的情景建立一套新的非标记性权利与义务关系。最后通过对教师语码转换标记性的分析得出结论:教师语码转换在大学英语课堂上主要是一种有标记选择,突显为协调师生权利义务关系,谋求教学与交际效果最佳化。
本研究尽管有不足之处,但是对于国内英语教学及教师培训具有一定的启示意义。
For the past few years, the study of code-switching has been the focus in various fields. Researchers study it from different perspectives and score plentiful achievements. In China, there are relatively few empirical researches on teachers’code-switching, and much fewer on teachers’code-switching from the sociolinguistic perspective. This study can be supplemental to the researches on code-switching in China.
From the perspective of sociolinguistics, and based on sociolinguist Myers-Scotton’s Markedness Model, the present study is trying to explore teachers’motivations for code-switching in college English classroom with the qualitative research approach. Through the analysis of the data from classroom observations and audio-recordings, it reveals that teachers’code-switching is a universal phenomenon in English classroom, and it tends to be in use English/Chinese, discourse roles and address forms by which teachers reach some functional aims. These functions include translation, facilitating students’understanding, class management, attracting students’attention, emphasis, evaluation and feedback, lessening students’anxiety, humor and expressing intimacy and solidarity. Moreover, this study further explores the underlying factors that motivate teachers to do these functional code-switching under the framework of Markedness Model. The results show that teachers switch code to enhance rewards and minimize costs, namely, optimization. At the same time, teachers also want to negotiate the rights and obligations set (the relationship between participants who expect and agree to observe in a given interaction type). Specifically, choosing the unmarked choice is to maintain or affirm the current unmarked rights and obligations set, while choosing the marked choice is to establish a new set of unmarked rights and obligations set. Finally, after the analysis of the markedness of teachers’code-switching, the conclusion reveals that teachers’ code-switching is mainly a marked choice in college English classroom, for the negotiation of a new set of rights and obligations, seeking to optimize the effects of both teaching and communication
Despite the limitations of this study, it still is significant for the English teaching and teacher training to some extent.
引文
Apte, M. I. (1985). Humor and Laughter: An Anthropological Approach(pp. 191-195). Ithaca. NY: Cornell University Press.
Auer, P. (1990). A discussion paper on code-switching. In Papers for the workshop on concepts, methodology and data (pp.69-88). (Held in Basel, 12-13, January 1990).Strasbourg: European Science Foundation.
Auer, P. (1995). The Pragmatics of Code-switching: A sequential approach. In L. Milroy and P. Muysken (Eds.). One speaker, two Languages, cross-disciplinary perspectives (pp.115-135). Cambridge: Cambridge University Press.
Auer, P. (1998). Code-switching in conversation: Language, interaction and identity (pp. 51-110). London and New York: Routledge.
Atkinson, D. (1987). The mother tongue in the classroom: A neglected resource. English Teaching Journal, 41, 241-247.
Belyayeva, D. (1997).“Definiteness Realization and Function in Palestinian Arabic”. In Perspectives on Arabic Linguistics, Eid, Mushira and Robert R. Ratcliffe (Eds.) (pp.44).
Bernard S. (2000). Conditions for Second Language Learning (pp. 49-61). Shanghai: Shanghai Foreign Language Teaching Publishers.
Blom, J. & J. Gumperz. (1972).“Social Meaning in Linguistic Structure: Code-switching in Norway.”In Gumperz, John J. and Dell Hymes, eds. 1986. Direction in Sociolinguistics: the Ethnography of communication (pp. 34-407). New York: Holt, Rinehart, and Winston.
Brown, R. & Ford. M. (1964). Address in America English. In D. Hymes (Eds.). Language in Culture and Society. New York: Harper & Row.
Brown. R. & Gilman. A. (1968). The pronouns of Power and Solidarity. In Fishman (Eds.). Readings in the Sociology of Language. The Hague: Mouton.
Clyne, M. (1987). Cultural differences in the Organization of academic texts. Journal of Pragmatics, L1, 211-247.
Damasio, A. (1996). The somatic marker hypothesis and the possible functions of the prefrontal cortex. Philosophical Transactions of the Royal Society, London B351, 1313-1420.
Elster, J. (1989). The Cement of Society (pp. 132-146). Cambridge: Cambridge University Press.
Ervin-Tripp, S. M. (1972). Sociolinguistic rules of Address. In pride J.B. & J. Holmes (Eds.). Sociolinguistics (pp, 225-240). Baltimore: Penguin Books Ltd.
Fishman, J.A. (1965). Who speaks what language to whom and when. La Linguistique, (2), 67-88.
Gal S. (1988). The political economy of code choice (pp. 78). Berlin: Mouton de Gruyter.
Giles, H. (1979). Language and Social Psychology (et al.). Oxford: Basil Blackwell Ltd.
Giles, H. (1982). Psychological and Linguistic Parameters of Speech Accommodation Theory. Fraser, C. et al. Advances in the Social Psychological of language. Cambridge: Cambridge University Press, 55-205.
Giles, H, D.M. Taylor & Y. Bouthis (1973). Towards a theory of interpersonal accommodation through language some Canadian data. Language in Society, (2), 177-192.
Grice, H. P. (1975). Logic and conversation. P. Cole & J. Morgan. Syntax and semantics. Speech Acts. New York City: Academic Press, 41-58.
Gumperz, J. J. (1983). Discourse Strategies. Cambridge: Cambridge University Press.
Gumperz, J. J. (Eds.). (1982). Language and Social Identity (pp. 66-74) Cambridge: Cambridge University Press.
Milroy, L. (1987). Language and social networks (pp. 97-123). New York: Basic Blackwell Ltd.
Milory, L. & Li Wei. (1995). A social work approach to code-switching: the example of a bilingual community in Britain. New York CUP, 136-157.
Muysken, P. (2000). Bilingual Speech: A Typology of Code-mixing (pp. 71-94). Cambridge: Cambridge University Press.
Myers-Scotton, C. (1983). The Negotiation of Identities in Conversation: A theory of Markedness and Code Choice. International Journal of the Sociology of Language, 44, 115-136.
Myers-Scotton, C. (1993a). Dueling Language: Grammatical Structure in Code Switching. Oxford: Clarendon Press.
Myers-Scotton, C. (1993b). Social Motivations for Code-switching: Evidence from Africa (pp. 98-114) Oxford: Clarendon Press.
Myers-Scotton, C. (1997). Code-switching: The Handbook of Sociolinguistics. (Eds). Coulmas, F. Blackwell.
Myers-Scotton, C. (1998). A theoretical introduction to the markedness model. In Myers-Scotton, C. (Eds.) 19-37.
Myers-Scotton, C. (2000). Explaining the role of Norms and Ratio-nality in Code-switching. Journal of Pragmatics, 32(2000), 1259-1271.
Myers-Scotton, C. & A. Bolonyyai. (2001). Calculating Speakers: Code-switching in a Rational Choice Model. Language in Society, 30(2001), 1-28.
Poplack, S. (1980). Sometimes I’ll Start a Sentence in Spanish Y TERMINO EN ESPANOL: Toward a Typology of Code-switching. Linguisitics, (18), 581-618.
Poplack, S. (1987). Syntactic Structure and Social Function of Code-switching. In R.P. Duran (Eds.). Latino Language and Communicative Behavior (pp.169-184). Norwood, NJ: Ablex.
Romaine, S. (1989). Bilingualism (pp.112). Oxford: Basil Blackwell.
Richards, J. C. (1985). Longman Dictionary of Applied Linguisitcs (etal). London & New York: Longman Group UK Ltd, 185.
Thomas, J. (1991). Pragmatics: Lecture Notes (pp.1-20). Lancaster University Press.
Thomas, J. (1995). Meaning in Interaction: An Introduction to Pragmatics. London: Longman.
Valdes-Fallis, G. (1978).“Code-switching and the Classroom Teacher.”Language in Education: Theory and Practice, 4, 56-91.
Verschueren, J. (1999). Understanding Pragmatics. London: Edward Arnold.
Vivian, C. (2001). Using the First Language in the Classroom. The Canadian Modern Language Review, (3), 400-423.
Wardhaugh, R. (1998). An Introduction to Sociolinguistics (pp. 86-141) Oxford: Blackwell Publishers Ltd.
Wong-Fillmore, T. (1985). When does Teacher Talk Word as Input: In SiM. Gass & L.G. Madden (Eds.) (pp. 134). Input in Second Language acquisition. Cambridge: Newbury.
何自然,于国栋. (2001).语码转换研究述评.现代外语, 24(1), 85-95.
黄国文.(1995).方式原则与粤-英语码转换.现代汉语. (3), 1-6.
刘家荣,蒋宇红. (2004).英语口语课堂话语的调差与分析-个案研究.外语教学与研究, (4), 285-291.
宋长河.(2004).标记模式与话语角色转换.苏州大学硕士学位论文.
于国栋.(2004).语码转换研究的顺应性模式.当代语言学. (1), 77-87.
张淑霞.(2006).称呼语中的语码转换研究.中国海洋大学硕士学位论文.
Auer, P. (1990). A discussion paper on code-switching. In Papers for the workshop on concepts, methodology and data (pp.69-88). (Held in Basel, 12-13, January 1990).Strasbourg: European Science Foundation.
Auer, P. (1995). The Pragmatics of Code-switching: A sequential approach. In L. Milroy and P. Muysken (Eds.). One speaker, two Languages, cross-disciplinary perspectives (pp.115-135). Cambridge: Cambridge University Press.
Auer, P. (1998). Code-switching in conversation: Language, interaction and identity (pp. 51-110). London and New York: Routledge.
Atkinson, D. (1987). The mother tongue in the classroom: A neglected resource. English Teaching Journal, 41, 241-247.
Belyayeva, D. (1997).“Definiteness Realization and Function in Palestinian Arabic”. In Perspectives on Arabic Linguistics, Eid, Mushira and Robert R. Ratcliffe (Eds.) (pp.44).
Bernard S. (2000). Conditions for Second Language Learning (pp. 49-61). Shanghai: Shanghai Foreign Language Teaching Publishers.
Blom, J. & J. Gumperz. (1972).“Social Meaning in Linguistic Structure: Code-switching in Norway.”In Gumperz, John J. and Dell Hymes, eds. 1986. Direction in Sociolinguistics: the Ethnography of communication (pp. 34-407). New York: Holt, Rinehart, and Winston.
Brown, R. & Ford. M. (1964). Address in America English. In D. Hymes (Eds.). Language in Culture and Society. New York: Harper & Row.
Brown. R. & Gilman. A. (1968). The pronouns of Power and Solidarity. In Fishman (Eds.). Readings in the Sociology of Language. The Hague: Mouton.
Clyne, M. (1987). Cultural differences in the Organization of academic texts. Journal of Pragmatics, L1, 211-247.
Damasio, A. (1996). The somatic marker hypothesis and the possible functions of the prefrontal cortex. Philosophical Transactions of the Royal Society, London B351, 1313-1420.
Elster, J. (1989). The Cement of Society (pp. 132-146). Cambridge: Cambridge University Press.
Ervin-Tripp, S. M. (1972). Sociolinguistic rules of Address. In pride J.B. & J. Holmes (Eds.). Sociolinguistics (pp, 225-240). Baltimore: Penguin Books Ltd.
Fishman, J.A. (1965). Who speaks what language to whom and when. La Linguistique, (2), 67-88.
Gal S. (1988). The political economy of code choice (pp. 78). Berlin: Mouton de Gruyter.
Giles, H. (1979). Language and Social Psychology (et al.). Oxford: Basil Blackwell Ltd.
Giles, H. (1982). Psychological and Linguistic Parameters of Speech Accommodation Theory. Fraser, C. et al. Advances in the Social Psychological of language. Cambridge: Cambridge University Press, 55-205.
Giles, H, D.M. Taylor & Y. Bouthis (1973). Towards a theory of interpersonal accommodation through language some Canadian data. Language in Society, (2), 177-192.
Grice, H. P. (1975). Logic and conversation. P. Cole & J. Morgan. Syntax and semantics. Speech Acts. New York City: Academic Press, 41-58.
Gumperz, J. J. (1983). Discourse Strategies. Cambridge: Cambridge University Press.
Gumperz, J. J. (Eds.). (1982). Language and Social Identity (pp. 66-74) Cambridge: Cambridge University Press.
Milroy, L. (1987). Language and social networks (pp. 97-123). New York: Basic Blackwell Ltd.
Milory, L. & Li Wei. (1995). A social work approach to code-switching: the example of a bilingual community in Britain. New York CUP, 136-157.
Muysken, P. (2000). Bilingual Speech: A Typology of Code-mixing (pp. 71-94). Cambridge: Cambridge University Press.
Myers-Scotton, C. (1983). The Negotiation of Identities in Conversation: A theory of Markedness and Code Choice. International Journal of the Sociology of Language, 44, 115-136.
Myers-Scotton, C. (1993a). Dueling Language: Grammatical Structure in Code Switching. Oxford: Clarendon Press.
Myers-Scotton, C. (1993b). Social Motivations for Code-switching: Evidence from Africa (pp. 98-114) Oxford: Clarendon Press.
Myers-Scotton, C. (1997). Code-switching: The Handbook of Sociolinguistics. (Eds). Coulmas, F. Blackwell.
Myers-Scotton, C. (1998). A theoretical introduction to the markedness model. In Myers-Scotton, C. (Eds.) 19-37.
Myers-Scotton, C. (2000). Explaining the role of Norms and Ratio-nality in Code-switching. Journal of Pragmatics, 32(2000), 1259-1271.
Myers-Scotton, C. & A. Bolonyyai. (2001). Calculating Speakers: Code-switching in a Rational Choice Model. Language in Society, 30(2001), 1-28.
Poplack, S. (1980). Sometimes I’ll Start a Sentence in Spanish Y TERMINO EN ESPANOL: Toward a Typology of Code-switching. Linguisitics, (18), 581-618.
Poplack, S. (1987). Syntactic Structure and Social Function of Code-switching. In R.P. Duran (Eds.). Latino Language and Communicative Behavior (pp.169-184). Norwood, NJ: Ablex.
Romaine, S. (1989). Bilingualism (pp.112). Oxford: Basil Blackwell.
Richards, J. C. (1985). Longman Dictionary of Applied Linguisitcs (etal). London & New York: Longman Group UK Ltd, 185.
Thomas, J. (1991). Pragmatics: Lecture Notes (pp.1-20). Lancaster University Press.
Thomas, J. (1995). Meaning in Interaction: An Introduction to Pragmatics. London: Longman.
Valdes-Fallis, G. (1978).“Code-switching and the Classroom Teacher.”Language in Education: Theory and Practice, 4, 56-91.
Verschueren, J. (1999). Understanding Pragmatics. London: Edward Arnold.
Vivian, C. (2001). Using the First Language in the Classroom. The Canadian Modern Language Review, (3), 400-423.
Wardhaugh, R. (1998). An Introduction to Sociolinguistics (pp. 86-141) Oxford: Blackwell Publishers Ltd.
Wong-Fillmore, T. (1985). When does Teacher Talk Word as Input: In SiM. Gass & L.G. Madden (Eds.) (pp. 134). Input in Second Language acquisition. Cambridge: Newbury.
何自然,于国栋. (2001).语码转换研究述评.现代外语, 24(1), 85-95.
黄国文.(1995).方式原则与粤-英语码转换.现代汉语. (3), 1-6.
刘家荣,蒋宇红. (2004).英语口语课堂话语的调差与分析-个案研究.外语教学与研究, (4), 285-291.
宋长河.(2004).标记模式与话语角色转换.苏州大学硕士学位论文.
于国栋.(2004).语码转换研究的顺应性模式.当代语言学. (1), 77-87.
张淑霞.(2006).称呼语中的语码转换研究.中国海洋大学硕士学位论文.