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手势语的研究,不仅对课堂教学具有实践指导意义,而且在语言学的其他分支上都具有一定的理论意义。在课堂教学中,手势语有消除歧义,突出教学重点和辅助记忆的作用。有研究发现优秀语言教师倾向较多使用手势语。本研究从多模态视角出发,检视了两位优秀中国英语教师的课堂教学手势语,参照Walsh(1994)的自我评价教师话语分析模型,探讨手势语在不同教学语境中的交际功能;同时使用语料库工具,提取伴手势的教师话语特征,讨论手势使用背后的心理机制。
The study of sign language not only has practical guiding significance for classroom teaching, but also has some theoretical significance on the other branches of linguistics. In classroom teaching, the sign language to eliminate ambiguity, highlighting the focus of teaching and supporting the role of memory. Some studies have found that excellent language teachers tend to use more sign language. This research examines the classroom teaching signs of two excellent Chinese English teachers from the perspective of multimodality. Referring to Walsh’s (1994) self-assessment teacher discourse analysis model, this study explores the communicative function of sign language in different teaching contexts. Meanwhile, Using corpus tools to extract gestural teacher discourse features and discuss the psychological mechanisms behind the use of gestures.