大学生地域、文化身份认同定位对课堂互动影响——个案的研究.pdf

M.A. Dissertation of Chongqing University ABSTRACT Abstract 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 disc