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Contents1. Introduction1 1.1 Background1 1.2 Organization of the Thesis12. Literature Review2 2.1 Brief Definition of Classroom Communication2 2.2 Theories about Face2 2.2.1 Goffmans theory of face2 2.2.2 Chinese Concepts of Face33. Methodology5 3.1 Subjects5 3.2 Instruments5 3.3 Procedure64. Data Presentation and Discussion-College Students Apprehension of Classroom Communication Influenced by the Concept of Face7 4.1 Without an Outsider8 4.1.1 Students Apprehension of Teacher-a Student Communication8 4.1.2 Students Apprehension of Student-Teacher Communication9 4.1.3 Students Apprehension of Student-Student Communication10 4.1.4 Students Apprehension of Student-Class Communication11 4.2 With an Outsider11 4.2.1 Students Apprehension of Teacher- a Student Communication11 4.2.2 Students Apprehension of Student-Teacher Communication12 4.2.3 Students Apprehension of Student-Student communication13 4.2.4 Students Apprehension of Student-Class Communication135. Conclusion15 5.1 Major Findings15 5.2 Limitations15Reference16Appendix 17 1. Introduction1.1 Background College course has some important difference from senior high school course and the curriculum during nine-year compulsory education. Content of courses is concentrated on a specific field, to some extent abandons positive common sense and add more concepts which requires certain level of specialized knowledge to understand. The frequency of a subject is usually once or twice per week, so students will have more time to obtaining relevant data. Student-centered teaching model becomes a chief pattern, and lecturers leave topics from text books for students consciously. These changes mentioned and other facts create more space for self-study. Students can arrange time and method for learning according to their own will. During the exploring, questions and eagerness to find answers should occur in class as well as different opinions . However, heated classroom communication hardly shows in class, and the students can be separated into two groups roughly, considerable number of learners are unwilling to be in responses to questions about basic background knowledge, while a small part of them response efficiently. Yet actions like delve into one concept or challenge the teacher with ones own thoughts are rare. Communication involves at least two sides. While the teachers have actively put efforts to fabricate free atmosphere for students to discuss, the reasons of silence in class should be found in students. Beyond all doubt, there could be plenty of elements that are able to result in this phenomenon. However it is impossible to discuss them all in one paper, we choose to gather students apprehension of classroom communication, and their actions under such apprehension, find the influence of the understanding. Because the behavior of resistance of speaking on class belongs to most students and many students school education experience is similar, there is also a assumption that they form analogous apprehension of classroom communication and have effect on their behaviors in class, especially during a conversation with the teacher. To determine the causes, there are different research directions in different stage. Recently, the emotional experience of students becomes the focus, especially the problem of anxiety. Hence investigations about the degree of anxiety and cause of such emotion have been made in plenty of schools and college. For example, Ziash Suleimenova (2013) does an experiment of students anxiety in a foreign language classroom in Kazakhstan. Suleimenova points out that anxiety does exist among students learning foreign language, and expressing their anxiety to other students can help them realize others have the same feeling. Study about students apprehension based on theories related into face is not that popular. And main tendency is to have a comparison of concept of face between Chinese/Asian students and foreign/western students, or how much students care about their face and what adjustment of politeness teachers need when there is communication in class.1.2 Organization of the Thesis The first chapter gives a short introduction of the current situation of classroom communication, study tendency and the organization of the thesis. The second chapter reviews the several major theories which the thesis is based on. The target students are English major and from Hangzhou Normal University, therefore Chinese concept of face and Goffmans face theories which relates to Hu Sien-chins analysis are elaborated. The third chapter explains sample group, target ways of communication, research method and procedure. The forth chapter is presentation and analysis of data. The fifth chapter draws conclusions from the investigation, lists the limitation and gives some advice for target students.第 15 页 共 19 页2. Literature Review2.1 Brief Definition of Classroom Communication “ Communication refers to the act, by one or more persons, of sending and receiving messages that are distorted by noise, occur within a context, have some effect, and provide some opportunity for feedback” (DeVito, 2008). Classroom communication, which happens between teachers and students or a student and another student, of course belongs to this category, yet it can be more specific, like regarding it as a sort of interpersonal communication. A short description of interpersonal communication is messages (information, emotion as well as thoughts) exchanging between two or more people,and they shall have a basic understanding of each other and are interdependent.This sort of communication is dynamic and changing. Within the study of interpersonal communication, some of concepts explored include the following: personality, knowledge structures and social interaction, language, nonverbal signals, emotion experience and expression, supportive communication, social networks and the life of relationships, influence, conflict, computer-mediated communication, interpersonal skills, interpersonal communication in the workplace, intercultural perspectives on interpersonal communication, escalation and de-escalation of romantic relationships, interpersonal communication and healthcare, family relationships, and communication across the life span (Knapp & Daly, 2011). Communication in classroom depends much on teaching methods and types of classroom. Both of them are still in development process. Traditional method employs a lecture formats of instruction, in which most of students taught in that way receive messages and take notes (Dufresne, Gerace, et al, 1996).There is little feedback from students and discussions between students. The communication is unidirectional. Then students participation gets more attention. Glaser (1992) believes that knowledge needs to be interrelated and organized within mental structure that permits its efficient recall and effective use, which demands students to do something other than listening. Dufresne, Gerace and others (1996) think it is an optimal learning environment that both teachers and interested students engagement is contained. Types of classroom influence communication mainly in interaction tools, carriers (visual text or talking ) and degree of students involvement. Baltes (2002) makes a comparison between virtual classroom discussion and traditional classroom discussion. In virtual classroom, students can type down their questions and ideas and display them, meanwhile the teacher and other students can give answers and comments without trouble in recalling what that students has said. His survey shows that students in virtual classroom do more comments and the content of comments are well-articulated. The details of communication with different teaching method and types of classroom are various. However, there are still similarities. Communication is message exchanging between teacher and students as well as students and students. It centers on the content and topic of one lesson and only happens during class. 2.2 Theories about Face 2.2.1 Goffmans theory of face There is strong characteristic of sociality of Goffinans definition of face, since he believed face is a product of social interaction. He clarifies the essence of social interaction by a metaphor: social life is a drama in which everyone is a performer and an audience at the same time. One wants others have a certain impression on oneself, then he/she will behavior at a certain way to create such self image. There is mutual understanding about what kind of behavior breeds favorable impressions. Goffman (cited in Ann Branaman, 1997) studies face at the background of daily interaction. He concludes that face is “the positive social value a person effectively claims for himself by the line others assume he has taken during a particular contact”, the line refers to “a pattern of verbal and nonverbal acts by which he expresses his view of the situation and through this his evaluation of the participants, especially himself ” (Lemert, C. 1997: 33). There are significant features of face according to Goffman. (1) Face is the positive social value a person claims, such as good appearance, rightful action and others. (2) Face, as a product of social interaction, is displayed in particular contact. People meets others from different circles, class, occasions and form different relationships through social interaction. This difference of class, closeness and many other ways cause protection, loss and giving face. (3) Face is actualized by others judgment. When people in the same socialcircle believes that certain actions do not have positive social value, a person can not have face through finishing such an action. It is true face is a demonstration of self image, but this demonstration is for other people to evaluation. And the evaluation is with the guidance of conventionalized values, laws and concerns. If a person is not concern himself with what the other peoples views about him, and he only cares what he feels right and satisfied, then he does not think face is important. Thus, to some extent, face is the social reflection of self image; This person himself thinks the same with others, which means he/she has to agree he/she can claims face that through these actions. And under most condition a person will be deeply influenced by the circumstance and form a mutual understanding with people around; (4) Face is sometimes a mutual and external projected image. A person can show respect to another while he/she actually feels the other inferior. As long as this person does not reveal the contempt, they can both enjoy face. 2.2.2 Chinese Concepts of Face The Chinese face was considered what could not be defined but only could experience during ones stay in China at the outset. Hu Sien-chin (1944), a Chinese anthropologist, starts to theoretically explain Chinese face. She divided Chinese concept of face into two aspectslien and mien-tzu. Hu Sien-chin(1944)links lien with ones moral character. To gain lien, one must follow the moral standards, and fulfill the obligation no matter what kind of hardship lies before. If a person breaks rules and such performance is known by others, he/she will lose lien. He/she will receive disdain from the community he/she lives in, sometimes even punishment. The rest of others will regard it as a shame to have relation with him/her and will avoid him/her. Unless this person realizes his/her misbehavior and correct it, or he/she would lives in isolation. Lien is both a social sanction for enforcing moral character and internalized sanction. The pressure from outside world pushes one to obey the rule of morality. Lien can be thick or thin. If a persons lien can be described as thick, it means that this person does not care about societys criticism. There may be risks that he/she will ignores public reproach and breaks moral rules. If a persons lien can be described as thin, it means that the person cares much about others comments and often tries to restrict own action to reach the standards given by outside. People with thin lien have less possibility to go the opposite side of social moral standards.Mien-tzustands for a kind of prestige, a reputation gained through ostentation of wealth, fame and position. It depends on ones external condition and can be accumulated or reduced. If one gets higher position or possesses a larger fortune, then this person has bigger mien-tzu than before. Mien-tzucan also be given, borrowed or saved. For example, if A has better external condition than B and A is present at some event due to Bs invitation, then A gives B mien-tzu. If C appears at the same event and C is there only because B tells C that A will be there, then B borrows face from A to get C. If A avoids points Bs mistakes or criticizes B, A is saving Bs face. Another anthropologist Yang(1966) analyzes face in different way. He concludes six condition under which there is face need. (1) between people with equal status; (2) between people with unequal status; (3) with presence of others; (4) social relation ship; (5) social evaluation and sanction; (6) awareness of ones own reputation. 2.2.2.1 Zi-jia-ren (In-Group and Out-Group ) Zhai Xuewei (2011) pointed out that Chineses action of saving others face is rather complex. It is related to the proximity and condition. If A consider B a zi-jia-ren and save Bs face with Ds presence, it doesnt mean A will always save Bs face, A may consider C a zi-jia-ren and save Cs face with Bs presence. The change of As action can be caused by proximity and interest relationship, like C is in As group of best friends, B is in As group of regular friends and C is a stranger. If someone were a zi-jia-ren and whose face he/she will save is decided by A. Tajfels (1978) concept of in-group and out-group can be used to explain “zi-jia-ren”. An in-group is a social group a person consider himself is a member of it and an out-group is a social group a person consider himself doesnt belong to. There are many similarities between in-group and zi-jia-ren. If someone is considered a zi-jia-ren, then he/she belongs to a certain social group which is defined by social relations, blood relationship, even birthplace or surname. A mutual face shared with the group. There is also difference between these two. Zi-jia-ren is a social group delimited by a person and this person use the definition of the group to judge if others belong to the group, while an in-group is a definition of certain social group and the definition is for self judgment. The definition of what is a zi-jia-ren is rather fugitive and it is relative. It will also influence ones apprehension of which ones or collectives face is more important. For example, students will care about their own face when in front of a bunch of students but care less about teachers face, but they will save teachers face when there is an observer, because under this condition the observer is a outsider and the teacher is a zi-jia-ren. 3. Methodology3.1 SubjectsThere are 246 English major students in Hangzhou Normal University responding the questionnaire. 109 of them are senior students, 52 of them are junior students, 44 of them are second year students, 51 of them are first year students. Only 16 of the participants are male students and all of them are senior students.The main ways of communication are teacher-a student communication, student-teacher communication, student-student communication and student-class communication. The four ways are chosen because of a same characteristic that at least one of the interlocutors is a single student. The research is mainly about students apprehension of classroom communication based on face theories.3.2 Instruments The questionnaire is constituted by three sections. The first section has 5 items and it is Likert-type Five Scale Form (Lilert, 1932). Four of them are face-threatening situations and one of them is related to face. The reliability of this part is tested before the questionnaire issued. The research totally release 80 samples and 63 of them are valid.Table 3.1Reliability StatisticsCronbachs AlphaCronbachs Alpha Based on Standardized ItemsN of Items.697.6965N= numberTable 3.2Item-Total StatisticsScale Mean if Item DeletedScale Variance if Item DeletedCorrected Item-Total CorrelationSquared Multiple CorrelationCronbachs Alpha if Item DeletedItem 112.1110.849.359.221.685Item 211.969.415.572.363.595Item 312.8410.469.376.239.681Item 412.399.227.539.329.608Item 511.6710.752.426.214.659 The second section is about students apprehension of classroom communication without an outsider. It explores if students concern about face and whose face the students concern. The third section is about students apprehension of classroom communication with an outsider. In this part, one more question is explored: if the outsider cause difference in degree of students concern of face.3.3 Procedure There are mainly three steps of the research.Firstly, the questionnaire is designed and tested. According to respondents, some content of items