大学生课堂交流体验的案例研究从脸面相关理论的视角毕业论文.docx

大学生课堂交流体验的案例研究从脸面相关理论的视角毕业论文.docx

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大学生课堂交流体验的案例研究从脸面相关理论的视角毕业论文

大学生课堂交流体验的案例研究从脸面相关理论的视角毕业论文

Contents

1.Introduction1

1.1Background1

1.2OrganizationoftheThesis1

2.LiteratureReview2

2.1BriefDefinitionofClassroomCommunication2

2.2TheoriesaboutFace2

2.2.1Goffman'stheoryofface2

2.2.2ChineseConceptsofFace3

3.Methodology5

3.1Subjects5

3.2Instruments5

3.3Procedure6

4.DataPresentationandDiscussion----CollegeStudents’ApprehensionofClassroomCommunication

InfluencedbytheConceptofFace7

4.1WithoutanOutsider8

4.1.1Students’ApprehensionofTeacher-aStudentCommunication8

4.1.2Students’ApprehensionofStudent-TeacherCommunication9

4.1.3Students’ApprehensionofStudent-StudentCommunication10

4.1.4Students’ApprehensionofStudent-ClassCommunication11

4.2WithanOutsider11

4.2.1Students’ApprehensionofTeacher-aStudentCommunication11

4.2.2Students’ApprehensionofStudent-TeacherCommunication12

4.2.3Students’ApprehensionofStudent-Studentcommunication13

4.2.4Students’ApprehensionofStudent-ClassCommunication13

5.Conclusion15

5.1MajorFindings15

5.2Limitations15

Reference16

AppendixІ17

1.Introduction

1.1Background

Collegecoursehassomeimportantdifferencefromseniorhighschoolcourseandthecurriculumduringnine-yearcompulsoryeducation.Contentofcoursesisconcentratedonaspecificfield,tosomeextentabandonspositivecommonsenseandaddmoreconceptswhichrequirescertainlevelofspecializedknowledgetounderstand.Thefrequencyofasubjectisusuallyonceortwiceperweek,sostudentswillhavemoretimetoobtainingrelevantdata.Student-centeredteachingmodelbecomesachiefpattern,andlecturersleavetopicsfromtextbooksforstudentsconsciously.Thesechangesmentionedandotherfactscreatemorespaceforself-study.Studentscanarrangetimeandmethodforlearningaccordingtotheirownwill.Duringtheexploring,questionsandeagernesstofindanswersshouldoccurinclassaswellasdifferentopinions.

However,heatedclassroomcommunicationhardlyshowsinclass,andthestudentscanbeseparatedintotwogroupsroughly,considerablenumberoflearnersareunwillingtobeinresponsestoquestionsaboutbasicbackgroundknowledge,whileasmallpartofthemresponseefficiently.Yetactionslikedelveintooneconceptorchallengetheteacherwithone’sownthoughtsarerare.

Communicationinvolvesatleasttwosides.Whiletheteachershaveactivelyputeffortstofabricatefreeatmosphereforstudentstodiscuss,thereasonsofsilenceinclassshouldbefoundinstudents.Beyondalldoubt,therecouldbeplentyofelementsthatareabletoresultinthisphenomenon.Howeveritisimpossibletodiscussthemallinonepaper,wechoosetogatherstudents’apprehensionofclassroomcommunication,andtheiractionsundersuchapprehension,findtheinfluenceoftheunderstanding.Becausethebehaviorofresistanceofspeakingonclassbelongstomoststudentsandmanystudents’schooleducationexperienceissimilar,thereisalsoaassumptionthattheyformanalogousapprehensionofclassroomcommunicationandhaveeffectontheirbehaviorsinclass,especiallyduringaconversationwiththeteacher.

Todeterminethecauses,therearedifferentresearchdirectionsindifferentstage.Recently,theemotionalexperienceofstudentsbecomesthefocus,especiallytheproblemofanxiety.Henceinvestigationsaboutthedegreeofanxietyandcauseofsuchemotionhavebeenmadeinplentyofschoolsandcollege.Forexample,ZiashSuleimenova（2013）doesanexperimentofstudents’anxietyinaforeignlanguageclassroominKazakhstan.Suleimenovapointsoutthatanxietydoesexistamongstudentslearningforeignlanguage,andexpressingtheiranxietytootherstudentscanhelpthemrealizeothershavethesamefeeling.Studyaboutstudent’sapprehensionbasedontheoriesrelatedintofaceisnotthatpopular.AndmaintendencyistohaveacomparisonofconceptoffacebetweenChinese/Asianstudentsandforeign/westernstudents,orhowmuchstudentscareabouttheirfaceandwhatadjustmentofpolitenessteachersneedwhenthereiscommunicationinclass.

1.2OrganizationoftheThesis

Thefirstchaptergivesashortintroductionofthecurrentsituationofclassroomcommunication,studytendencyandtheorganizationofthethesis.

Thesecondchapterreviewstheseveralmajortheorieswhichthethesisisbasedon.ThetargetstudentsareEnglishmajorandfromHangzhouNormalUniversity,thereforeChineseconceptoffaceandGoffman’sfacetheorieswhichrelatestoHuSien-chin’sanalysisareelaborated.

Thethirdchapterexplainssamplegroup,targetwaysofcommunication,researchmethodandprocedure.

Theforthchapterispresentationandanalysisofdata.

Thefifthchapterdrawsconclusionsfromtheinvestigation,liststhelimitationandgivessomeadvicefortargetstudents.

2.LiteratureReview

2.1BriefDefinitionofClassroomCommunication

“Communicationreferstotheact,byoneormorepersons,ofsendingandreceivingmessagesthataredistortedbynoise,occurwithinacontext,havesomeeffect,andprovidesomeopportunityforfeedback”（DeVito,2008）.Classroomcommunication,whichhappensbetweenteachersandstudentsorastudentandanotherstudent,ofcoursebelongstothiscategory,yetitcanbemorespecific,likeregardingitasasortofinterpersonalcommunication.Ashortdescriptionofinterpersonalcommunicationismessages（information,emotionaswellasthoughts）exchangingbetweentwoormorepeople,andtheyshallhaveabasicunderstandingofeachotherandareinterdependent.Thissortofcommunicationisdynamicandchanging.

Withinthestudyofinterpersonalcommunication,someofconceptsexploredincludethefollowing:

personality,knowledgestructuresandsocialinteraction,language,nonverbalsignals,emotionexperienceandexpression,supportivecommunication,socialnetworksandthelifeofrelationships,influence,conflict,computer-mediatedcommunication,interpersonalskills,interpersonalcommunicationintheworkplace,interculturalperspectivesoninterpersonalcommunication,escalationandde-escalationofromanticrelationships,interpersonalcommunicationandhealthcare,familyrelationships,andcommunicationacrossthelifespan（Knapp&Daly,2011）.

Communicationinclassroomdependsmuchonteachingmethodsandtypesofclassroom.Bothofthemarestillindevelopmentprocess.Traditionalmethodemploysalectureformatsofinstruction,inwhichmostofstudentstaughtinthatwayreceivemessagesandtakenotes（Dufresne,Gerace,etal,1996）.Thereislittlefeedbackfromstudentsanddiscussionsbetweenstudents.Thecommunicationisunidirectional.Thenstudents’participationgetsmoreattention.Glaser（1992）believesthatknowledgeneedstobeinterrelatedandorganizedwithinmentalstructurethatpermitsitsefficientrecallandeffectiveuse,whichdemandsstudentstodosomethingotherthanlistening.Dufresne,Geraceandothers（1996）thinkitisanoptimallearningenvironmentthatbothteachers’andinterestedstudents’engagementiscontained.

Typesofclassroominfluencecommunicationmainlyininteractiontools,carriers（visualtextortalking）anddegreeofstudents’involvement.Baltes（2002）makesacomparisonbetweenvirtualclassroomdiscussionandtraditionalclassroomdiscussion.Invirtualclassroom,studentscantypedowntheirquestionsandideasanddisplaythem,meanwhiletheteacherandotherstudentscangiveanswersandcommentswithouttroubleinrecallingwhatthatstudentshassaid.Hissurveyshowsthatstudentsinvirtualclassroomdomorecommentsandthecontentofcommentsarewell-articulated.

Thedetailsofcommunicationwithdifferentteachingmethodandtypesofclassroomarevarious.However,therearestillsimilarities.Communicationismessageexchangingbetweenteacherandstudentsaswellasstudentsandstudents.Itcentersonthecontentandtopicofonelessonandonlyhappensduringclass.

2.2TheoriesaboutFace

2.2.1Goffman'stheoryofface

ThereisstrongcharacteristicofsocialityofGoffinan’sdefinitionofface,sincehebelievedfaceisaproductofsocialinteraction.Heclarifiestheessenceofsocialinteractionbyametaphor:

sociallifeisadramainwhicheveryoneisaperformerandanaudienceatthesametime.Onewantsothershaveacertainimpressionononeself,thenhe/shewillbehavioratacertainwaytocreatesuchselfimage.Thereismutualunderstandingaboutwhatkindofbehaviorbreedsfavorableimpressions.Goffman（citedinAnnBranaman,1997）studiesfaceatthebackgroundofdailyinteraction.Heconcludesthatfaceis“thepositivesocialvalueapersoneffectivelyclaimsforhimselfbythelineothersassumehehastakenduringaparticularcontact”,thelinerefersto“apatternofverbalandnonverbalactsbywhichheexpresseshisviewofthesituationandthroughthishisevaluationoftheparticipants,especiallyhimself”（Lemert,C.1997:

33）.

TherearesignificantfeaturesoffaceaccordingtoGoffman.

（1）Faceisthepositivesocialvalueaperson

claims,suchasgoodappearance,rightfulactionandothers.

（2）Face,asaproductofsocialinteraction,isdisplayedin"particularcontact".Peoplemeetsothersfromdifferentcircles,class,occasionsandformdifferent

relationshipsthroughsocialinteraction.Thisdifferenceofclass,closenessandmanyotherwayscauseprotection,lossandgivingface.（3）Faceisactualizedbyothers’judgment.Whenpeopleinthesamesocial

circlebelievesthatcertainactionsdonothavepositivesocialvalue,apersoncannothavefacethroughfinishingsuchanaction.Itistruefaceisademonstrationofself