A Study of College Students’ Apprehension of Classroom Communication----From the Perspective of Theories of Face大學生課堂交流體驗的案例研究----從臉面相關理論的視角

1、 本科生畢業(yè)設計（論文）（ 2016 屆）題 目A Study of College Students Apprehension of Classroom Communication - From the Perspective of Face Theories 學 院 外國語學院 專業(yè)班級 學生姓名 學 號 指導教師 職 稱 完成時間 答辯日期 成 績 Acknowledgments My sincere thanks first go to my respected supervisor, Lu Meiyan, who is conscientious and kind to studen

2、ts. Her full devotion to teaching and serious attitude towards research work has inspired me a lot in my study. As my supervisor, she not only guides me patiently in academic writing but also cares about my life and helps me to arrange my life properly before graduation. Admittedly, without her inst

3、ruction and constant encouragement, this thesis could not have been completed in a comparatively satisfactory way. My gratitude also goes to all the students involved in the study. They spend their precious time in filling my questionnaire papers and on my further interview. Without their cooperatio

4、n, data collection could not be finished and there could be immediate impact on the progress of thesis writing. Then I would like to thank my roommates. They help me a lot when I issue the questionnaire. They win over a large number of subjects. It is lucky for me to have so many wonderful people wh

5、o care about me and are willing to help. A Study of College Students Apprehension of Classroom Communication-From the Perspective of Theories of FaceAbstract Communication in classroom is a vital means for teachers to understand students mastery degree of knowledge, their ideals and their views. Stu

6、dents apprehension of classroom communication influences their performance in following class. Chinese face is always regarded as part of our national character and it is a particular feature. A lot of scholars try to explain and analyze it when they first realize the existence of Chinese face. Zhai

7、 Xuewei points out that face is still vital for Chinese and has great influence on our current life. So this thesis explores students apprehension in two kinds of class from the perspectives of face theories. Both the thesis and design of questionnaire are based on Goffmans theories about face as we

8、ll as Hu Sien-chins and Zhai Xueweis lists of behaviors about losing face and conditions with face needs. The subjects are English major students in Hangzhou Normal University. And the researcher uses SPSS 17.0 as a tool to analyze valid questionnaire papers. The results show that college students d

9、o have negative experiences with actions about losing face in classroom communication, and they also feel worried about their behaviors may make other people losing face. Keyword: apprehension of classroom communication; face theories; college students; case study 大學生課堂交流體驗的案例研究-從臉面相關理論的視角摘 要 課堂交流是教

10、師了解學生對講授內容理解程度、學生的觀點想法的重要方式，而學生對課堂交流的體驗會影響其交流意愿和后續(xù)表現(xiàn)。中國人的臉面觀自被提出一來，一度被作為一種國民性被研究。而翟學偉指出臉面相關心理對行為的影響在當代日常生活中仍然存在，而且影響較大，因此本論文從“臉面”角度探究學生對課堂交流的體驗。主要探究有無他人在場和有他人在場兩種課堂，并根據(jù)高夫曼、胡先晉、翟學偉三位學者對于臉面觀的解釋、對出現(xiàn)臉面需求情況的列舉、對臉面得失相關行為的列舉設計問卷，向杭州師范大學外國語學院英語專業(yè)的學生發(fā)放。收集答卷后用SPSS 17.0對有效問卷進行分析。數(shù)據(jù)分析顯示大部分樣本人群在課堂交流過程中有過丟面子的體驗，而

11、且對此感到尷尬。他們也經歷過對他人面子得失的擔憂。另外，對于臉面得失的關注有抑制交流的傾向，不過由于缺少相關變量控制，此結論的可靠度需要進一步探究。 關鍵詞: 課堂交流體驗; 臉面理論; 大學生; 案例調查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 Goffman's theory of

12、 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

13、 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 Stu

14、dents 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 本科生畢業(yè)論文正文 1. Introduction1.1 Background Colleg

15、e 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 know

16、ledge 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 oth

17、er 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,

18、 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

19、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

20、 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 mo

21、st 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 differe

22、nt 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 (

23、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

24、 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 co

25、mmunication 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 stud

26、ents 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

27、presentation and analysis of data. The fifth chapter draws conclusions from the investigation, lists the limitation and gives some advice for target students.第 27 頁 共 19 頁2. Literature Review2.1 Brief Definition of Classroom Communication “ Communication refers to the act, by one or more persons, of

28、 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,

29、 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 in

30、terdependent.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 comm

31、unication, 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, inter

32、personal 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 format

33、s 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)

34、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 a

35、nd 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. I

36、n 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 conten

37、t 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

38、topic of one lesson and only happens during class. 2.2 Theories about Face 2.2.1 Goffman's 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 me

39、taphor: 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 im

40、pressions. 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 ver

41、bal 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 app

42、earance, 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 ot

43、her 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 im

44、age, 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

45、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 circumsta

46、nce 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 Conce

47、pts 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.

48、 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 fro

49、m 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 enforc

50、ing 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 person's lien can be described as thick, it means that this person does not care about society's criticism. There may be risks that he/she w

51、ill ignores public reproach and breaks moral rules. If a person's 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 op

52、posite 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

53、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, t

54、hen 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

55、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 ma