“想象创造力”去哪儿了?——作文个性化之及物性研究  

Imaginative or Contextual Dependent?——A Study of Writing Individuality from the Perspective of Transitivity

作　　者：陆丹云[1] 

机构地区：[1]南京国际关系学院,江苏南京210039

出　　处：《外语研究》2016年第4期43-52,112,共10页Foreign Languages Research

基　　金：2014年度国家社科基金项目"系统功能语言学视野下的写作教育研究"(编号:14BYY082)的阶段性成果

摘　　要：本研究首先论证系统功能语言学的及物性系统是解读作文想象创造个性化问题的适用性理论框架,继而以52篇看图作文为语料,对一个班级小学生作文的想象创造个性化状况进行实证研究。研究从经验过程和关键参与者配型等方面对比作文所表征的经验图形和作文指导语漫画所提供的可视图形,从语境依赖性和想象创造性两个方面归纳该写作语境下小学生作文的集体性语义编码趋向。实证研究揭示52篇作文中经验表征的想象创造性远远大于语境依赖性,此结论反驳了全盘否定小学生作文想象创造力的社会评判。This paper argues that transitivity system is an appliable theoretical framework for research on what and how experience is configurated in individual writing. It further conducts an empirical study on 52 compositions from a Grade-6 class in China. By making comparative analysis of encoded experiential figures in writing and visual figures in the caricature offered by writing directions, with choices on process types and participants patterns as key parameters, the paper reveals the collective experiential coding orientation of the 52 compositions, i.e. the experiential configuration is more imaginative and creative than contextual dependent. The finding falsifies the social criticism that school children's writing in China lacks imagination and creativity.

关 键 词：想象创造力 及物性 参与者配型 经验类型 

分 类 号：H030[语言文字—语言学]