外向型英汉文化教材话语态度介入策略比较  

A Contrastive Study of Engagement Strategies in English and Chinese Culture Textbooks

作　　者：陈瑜敏[1] 

机构地区：[1]中山大学

出　　处：《中国外语》2013年第4期55-60,77,共7页Foreign Languages in China

基　　金：教育部人文社会科学研究项目"教学话语人际意义的多模态构建机制:基于英汉教学语境的比较研究"(11YJC740015);中山大学"国家汉办国际汉语教材研发与培训基地"研究项目的阶段成果;中央高校基本科研业务费专项基金项目资助(12wkpy51)。

摘　　要：探索外向型文化教材研发的有效途径之一是比较中外话语方式的异同。本文以人际意义评价理论的介入系统为研究框架,比较英汉文化教材态度介入策略的使用情况,并考察英汉教材中扩展和压缩对话空间的介入方式异同。分析表明,英汉文化教材中对话性扩展策略的使用率高于对话性压缩策略。英语文化教材中包容策略、明确承认策略和反预期策略的使用率较汉语文化教材高。灵活运用态度介入策略可有效协调对话空间。It is widely acknowledged that examining discursive differences through contrastive studies is one of the practical ways to explore effective means of cultural transmission. The present study investigates the under-examined area of engagement strategies in culture textbooks through analyzing dialogic expansion/contraction as well as calculating the frequency of various engagement strategies in English and Chinese culture textbooks. It also looks into the similarities and differences in the realizations of dialogic expansion/contraction in English and Chinese culture textbooks. The findings are hoped to shed light on a better understanding of the cross-cultural discursive differences in developing effective teaching resources.

关 键 词：态度介入策略 英汉比较 外向型文化教材 

分 类 号：H09[语言文字—语言学]