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Abstract
Verbal aggression is a kind of special speech act with
complicated factors. Analyzing the process in discourse
involves the knowledge of social linguistics and psychology.
The traditional quantity research couldn''t penetrate into the
context of the interaction process. Therefore, this research is
based on the method of educational ethnography. I entered the
class Siao (alias), the fourth grade in Diyun (alias) elementary
school in Taipei County. I , then, observed and interviewed
the students and tehers from November, 1995 to June, 1996. I
had tried to probe from three directions: First, what are the
possible contexts that result in verbal aggression? Second,
what are the types of the interaction in verbal aggression?
Third, what are the negative hidden curricula in verbal
aggression?
In the process of this study, I used cameras, tape recorders,
field notes, and reflection notes and so on, and tried to probe
into the teachers'' and students'' speech interaction in class,
break time, and at the time of sweeping and cleaning up, and
lunching and so on. The data that I had gotten were
transcribed, applying Corsaro''s transcription mode, and the data
that had been transcribed were analyzed and interpreted by
applying Minling Tsai''s data analysis process.
The main findings are as follows. To begin with, in terms of
the contexts of verbal aggression, when the students were
interested in the curriculum and actively join the discussions
(especially when the pupils were assigned to present what they
had learned and they committed certain error), the frequency of
verbal aggression increased. Besides. if a pupil couldn''t
actively joined a class for some reasons, and the teacher didn''t
notice that, he would be more likely to have verbal aggression
with classmes seating next to him.
Secondly, in terms of the types of the interaction of verbal
aggression , I had divided them into four types: 1) the
inadequate humor which was the speech discourse between humor
and aggression, and which had a high possibility to hurt
someone''s heart or emotion, 2) the hostile discourse through
which one expressed the attitudes such as refusal, rejection,
isolation and disgust, 3) emotional speech which was caused by
negative emotion, 4) answering-machinelike verbal-aggression
which resulted from children curiosity, jokes. Students easily
gave rise to aggressive speech before cameras and tape
recorders.
Last, from the angle of negative hidden curriculum of verbal
aggression, factors such as the competition resulting from
special system, the participation structure in class, the
register of teachers'' talk and teachers'' attitude towards
students'' inadequate humor, the unfitted labels and biases about
someone, they all contributed to the occurrence of verbal
aggression.
If we took students'' verbal aggressions for granted and neglect
them, and if we didn''t examine the negative hidden curriculum in
verbal aggression, students'' problem behavior would arise. For
the above-mentioned reasons, the suggestions resulting from my
research were as follows: 1) Teachers and students should be
aware of the negative hidden curriculum in speech interaction.
Reflecting and thinking about our verbal act unceasingly is the
beginning of understanding. 2) We should accept, inspire, and
fe those students who are neglected in class. Moreover, we
should control their emotions and tempers effectively and know
the strategies and methods of the children''s behavior guidance
intimately, making education as something helpful to students
rather than obstacles to them. 3) The school and the classroom
should supply students with sufficient activity space, channels
of the catharsis. They should also avoid resulting in the
unbalanced emotional pressure of the students and teachers by
making the clastoo big or making the activity space too jammed.
4) Topics such as focusing on the victims of verbal aggression,
verbal aggression between different sexes, teacher''s verbal
violence, the younger generation''s fashion words, the effect of
the society and family on verbal aggressions, they all deserve
later researches.
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