语义波理论及其在教师课堂话语分析和建构中的作用  

The Theory of Semantic Wave and Its Role in Analyzing and Constructing Teachers' Discourse

作　　者：张德禄[1] 覃玖英[1,2] 

机构地区：[1]同济大学外国语学院,上海200092 [2]井冈山大学外国语学院,江西吉安343009

出　　处：《外语教学》2016年第2期52-55,共4页Foreign Language Education

基　　金：国家社会科学基金项目"外语本科生多元能力培养模式研究"(项目编号:14BYY075)的部分研究成果

摘　　要：社会学家Karl Maton提出了"合法化语码理论",并运用其中的语义性原则(语义波)对教师话语进行分析,着重分析教师话语的语义引力和语义密度。本文首先论述了该理论的基本概念和理论模式,然后探讨本理论在分析中国教师外语教学课堂话语中的应用,最后,对该理论在教师课堂话语研究中的适用性和作用进行了讨论。研究发现,本研究视角可以对教师如何建构课堂话语来促进学生知识结构形成和累积性学习有一定的启示和作用。Karl Maton,a sociologist,has developed the Legitimation Code Theory（ LCT）,and uses its theory of Semantic Wave in the semantics principle to analyze teachers＇ discourse,especially its Semantic Gravity and Semantic Density. In the present article,we first introduce the theory,and then study how to apply the theory to the analysis of the Chinese teachers＇ discourse in foreign language teaching. Finally,we discuss its appropriateness in the application to and its role in the research on teachers＇ discourse. The results show that research in this perspective may have some important implications for how teachers construct their classroom discourse to facilitate the formation of students＇ knowledge structure and their cumulative learning.

关 键 词：语义波 知识结构 累积性学习 

分 类 号：H319[语言文字—英语]