ABSTRACT

Critical Analysis of Teachers’ Discourse

---A Case Study of Five High School English Teachers’ Talk in Class

                           

Critical discourse analysis (CDA) was first proposed by western scholar Gunther Kress and Roger Fowler. The purpose of CDA is to analyze the media discourse, political speeches and official documents and so on, to find out the relationship between discourses and power and to reveal speakers’ real thought. As the development of relative studies, some linguists have found that teachers’ talk is also a proper subject for critical discourse analysis. 

Since teachers are the dominators in the class, they will certainly utilize their power through their talks. As a result, this paper will focus on using critical discourse analysis to analyze the relationship between teachers’ power and their talks in class. In this paper, the writer have selected five teachers as subjects and analyzed the investigation results to find out teachers’ power embedded in teachers’ talk through CDA.

Key words: critical discourse analysis, teachers’ talk, teachers’ power 

  

摘 要

教師話語(yǔ)的批判性分析:

以五名高中英語(yǔ)教師課堂話語(yǔ)為例

彭菲

  

批判性話語(yǔ)分析(簡(jiǎn)稱(chēng)CDA)最初由西方學(xué)者Gunther Kress 和Roger Fowler所提出，用于分析媒體報(bào)道，政治演講和官方文件等，來(lái)解釋話語(yǔ)和權(quán)力的關(guān)系以及說(shuō)話者的真正意圖。隨著相關(guān)研究的發(fā)展，不少語(yǔ)言學(xué)家發(fā)現(xiàn)，教師話語(yǔ)也是一個(gè)相當(dāng)適合使用批判性話語(yǔ)分析方法進(jìn)行分析的對(duì)象。既然教師是課堂上知識(shí)的支配者，他們必定會(huì)通話教師話語(yǔ)來(lái)實(shí)現(xiàn)這些教師的權(quán)利。因此，本文將聚焦于通過(guò)使用批判性話語(yǔ)分析方法來(lái)分析教師的話語(yǔ)與教師之間的權(quán)利。在本文中筆者選擇了5位教師作為調(diào)查對(duì)象并分析了調(diào)查成果，得出了對(duì)于兩者關(guān)系的結(jié)論并提供了一些教學(xué)的建議。

關(guān)鍵詞：批判性話語(yǔ)分析，教師話語(yǔ)，教師權(quán)力