开题报告终极版本.docx

开题报告终极版本.docx

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开题报告终极版本

湖南工业大学

硕士学位研究生

开题报告

选题名称：

外语环境下同伴异议话语研究

-社会文化视域

学科专业：

外国语言学及应用语言学

研究方向：

应用语言学

院（系）所：

外国语学院

年级：

2013级

研究生姓名：

龙娟

指导教师：

王晓燕

撰写日期：

2015.1.7

AStudyofPeerDisagreementDiscourseinForeign

LanguageEnvironment:

ASocioculturalPerspective

1.Introduction

Inforeignenvironment,disagreementcanhardlyescapeinpeerinteraction.However,fewscholarshavespeculatedthenatureofdisagreementfromsocioculturalperspective.ThepresentpaperisanempiricalstudywhichtriestotherealsituationoffocusingondisagreementinEnglishclassroom.

Thischapteristheintroductorypartofthewholepaperinwhichfourissueswillbementioned.Researchbackgroundwillcomefirstandthentheresearchpurposesandsignificance.Thenextpartistheresearchquestionsaswellasresearchmethods.Thelastsectionistheorganizationofthethesis,whichisapanoramashowingthelandmarks.

1.1Researchbackground

Incurrentyears,disagreementisahottopicwhichhasbeenanalyzedbylinguisticscholarsfromotherperspectives.（e.g.Meredith,2012;Jo,2012）Inthepresentstudy,thedefinitionofdisagreementiscitedfromKakava（2002）,whothinkthatdisagreementisdefinedas‘‘thenegationofastatedorimpliedproposition’’.Thisdefinition,asinterpretedhere,includesthenegationoforobjectiontonotonlyfactualstatements,butalsopointsofview,positions,plansandactions.ThisthesisintendstoanalyzepeerdisagreementfromSociocuturaltheory（SCT）,SCTisproposedbyVygoysky,however,ithaslittletodowithcultureandsocietyasitsnameindicates.Thistheoryemphasizesthathumanbehaviorsandactivitiesoccurinthesocioculturalworld,thereforethissocioculturalworldimpactshumanactivitiesandhumandevelopment.Humandevelopmentisnotindividual;instead,itisinterrelatedwiththesocioculturalworld.

WithintheframeworkofPolitenessTheory,disagreementhastraditionallybeenconsideredaface-threateningact,whichinteractantsseektoavoidusing.ConversationanalystswithintheframeworkofPreferenceTheoryhavenotedthatinteractantsorienttowardagreement,andexpresseddisagreementsasdispreferredresponses,viamitigationmarkers,suchasdelays,prefacing,andhedges.Infact,TheJournalofPragmaticshasrecentlydevotedaspecialissuetothetopicofdisagreements（2012,Volume44,issue12）whichindicatesthatdisagreementisalsohighlyinfluencedbycultureandcontext.Thesestudieshaveshownthatinsomecultures/contexts,disagreementshavetheirownsocialfunctionsandarenotnecessarilymitigated.What’smore,afterthespecialissueofdisagreementshasbeenprovided,thedisagreementsinpersonalblogs,workplaces,negotiationsetcwereconductedbythewesternscholars,whichprovidefurtherempiricalsupporttotheclaimthatdisagreementisnotinherentlyface-threateningandneedstobecontextualized.

Thephenomenonofdisagreementisalsocommoninforeignenvironment,whichshouldbegivenemphasisinresearch.Thoughpeer-peerteachingmethodisemphasizedandadvocatedinthecurrentstudies,theresearchershavepaidmoreattentiontootherfocuses,suchas:

negotiation,correction,recastandsoon,ofwhichmoststudiesemphasizetheimportanceforSLAfromtheperspectiveofsocioculturaltheory（SCT）.Howevertheresearchaboutnatureandinfluenceofdisagreementisfew.Hadar（2014）analyzesthedisagreementpatternsingiftedclasses,whichconstituteinteractionalcontextinwhichareunmarkedanddonotseemtounderminesolidarityamonginteractants.Thisstudyprovidesfurtherempiricalsupporttotheclaimthatdisagreementisnotinherentlyface-threateningandneedstobecontextualized.Althoughthethesiscategorizesthetaxonomiesofdisagreementwhichwillguiderelatedresearchofthisfocus,thecausesandnatureofdisagreementhaven’sbeenspeculatedfromanyperspectives.Wu（2011）onthebasisofthechineselearnerspokenEnglishcorpus（COLSEC）,attemptstoanalyzethemainfeaturesofChineseEnglishforeignlanguagelearners'disagreementexpressionsindiscussion,adoptingConversationAnalysis,SpeechActTheory,andBrownandLevinson's（1978）thePolitenessTheoryasthemaintheoreticalrationalestodostudiesonthestudent-studentintheCOLSEC.Yetelementssuchaspersonalcognition,socioculturalelementandinteractionenvironmentetcwhichleaddisagreementareignored.

1.2Researchpurposesandsignificance

ThisstudymakesanewattempttoanalyzethedisagreementinforeignclassroomfromSCTandindicatesthatdisagreementplaysasignificantrolenotonlyinpromotingthecommunicationofpeer-peerinteractioninforeignenvironment,butalsoinshowingsocialidentityandmaintainingsocialrelationship.Inthissection,theresearchpurposesandsignificanceareintroduced.

1.2.1Researchpurpose

Basedontheresearchgaps,themainpurposeofthispresentstudyistoinvestigatethecurrentsituationaboutdisagreementusedamongpeersinEnglishasasecondlanguageclassroomfromsocioculturalperspectiveandtoproposesomeimplicationsforsecondlanguagelearning.

Tobemorespecific,therearefourmainresearchpurposes.Thefirstoneistofindoutdisagreementpatternsofdisagreementappearedandfrequenciesofpatternsinthedata,inordertorealizethispurpose,thegenerallookofthedatawillbeshownmainlybygivingpercentagesandstatistics.Thesecondoneistoseekoutthecausesofdisagreementfromseveraldimensions.Thelastbutoneistoseeintothefunctionsofthedisagreementandtogiveexplanations.Finalpurposeistoprovidesomeimplicationsforsecondlanguagelearning.

1.2.2Researchsignificance

ThepresentstudyisgoingtoinvestigatethecharacteristicsofdisagreementamongpeersinEnglishasasecondlanguageclassroom,whichcanmakeacontributiontothestudyofpeer-peerinteractionandthentoSLAingeneralfromthreeaspects:

theoreticalperspective,researchorientationandclassroompracticalimplications.

Firstly,concerningthetheoreticalperspective,thisresearchisbackedbyVygotskianSCT,SCTbasicallyconsistsofeightconceptsincludingmediation,regulation,internalization,zoneofproximaldevelopment,scaffolding,privatespeech/innerspeech,activitytheoryandthegeneticmethodthatareallcloselyrelatedtolanguage.TheconceptshavebeenwidelyappliedSLAresearches,sheddingnewlightonsecondlanguagelearning.ThefindingsofthepresentstudywillfocusonthemainconceptsofSCT:

mediation,ZPDandscaffoldtointerpretdisagreements,expectingtoprovideadditionalevidenceforSLA.Meanwhile,theeffortsmadeinthestudycanbehopefullyviewedaddsomeweighttothesocioculturalendofthisskewedscale.

Secondly,regardingresearchorientation,comparingwithotherfocusesofclassroominteraction,suchasnegotiation,correctivefeedback,recastetc,thepresentstudyadoptsdisagreementasthedirectiontoapproachthedataininteraction,whichenablestheauthorandreaderstounderstandthephenomenonofdisagreementthatscholarsneedtobeattachedmoreimportanceto,insteadofbeingmitigatedorignored.

Thirdly,intermsofclassroompractice,asaresearchofpeerinteraction,thepresentstudymayhelpteachersandlearnerstogetabetterunderstandingofpairworkorgroupworkinsecondlanguageclassroomsandimplicationsfortheimprovementofL2classroominteractionsamongpeers.

1.3Researchquestionsandmethods

1.3.1Researchquestions

Therearealtogetherthreegeneralresearchquestions.Thefirstoneisaboutthegeneralresultsofthedata.AndthefollowingtworesearchquestionsareintendedtodealwiththedatabasedontheanalyticaltoolSLA.

ResearchQuestion1:

Whatarethepatternsofthedisagreementexpressionsaccordingtotherelateddataandhowmanytypesarethepatternscategorizedinto?

ResearchQuestion2:

Whatarethecauseswhichleadtodisagreementinpeerdiscourse?

ResearchQuestion3:

WhatarethefunctionsofdisagreementinpeerdiscourseonSLAandsociocuturaldimensions?

1.3.2Researchmethods

Thisthesisemploysthedataofpeer-peerinteractiontoexaminethepatternsandcausesofdisagreementinEnglishL2classroomaswellasthefunctionanalyzedbyconversationalanalysisastheresearchtool.Thedatausedinthisstudyisfromthetranscriptionofjuniorstudentsinauniversityfortwoterms.Eachclasslastsforabout30minutes,aboutthefirst15minutesofwhicharechosen.Becausethekindofpeerinteractionoftenhasbeencarriedout,theenvironmentforparticipantsisfree.Authenticclassesarerecordedandthenthetranscriptsarethedatausedbytheauthor.

Collectingthedata,theauthorreadsthetranscriptioninordertofindtheepisodesofdisagreementandcategorizethem.Afterthecoding,theanalysisisgoingonbothquantitativelyandqualitatively.Inthequantitativeanalysis,thenumbersofsomeanalyzingcategoriesarecountedandtheanalysisaimstocomparethefrequenciesofeachpatternofdisagreementandtoshowthegeneralpictureofthedata.Inthequalitativeanalysis,thetypicalexamplesareanalyzedindetailtoshowtherealsituationsofauthenticclassrooms.

2.LiteratureReview

Thischapterfirstlyintroducesfocusondisagreementwhichmainlyisdividedintotwoparts:

previousstudiesondisagreementinnon-classroomenvironmentandclassroomenvironment.Thenthepreviousresearchonpeerinteraction,especiallythethesesofnegotiationandcorrection,inforeignenvironmentisrevisited,whichcanshedsomelightonthepresentstudy.Andlastly,thestudiesonpeerinteractionsocioculturalperspectiveareintroduced.

2.1Previousstudiesondisagreement

Moststudiesofdisagreementhavebe