元话语的模式分析及对日语教学实践的指导作用  

Patterns of Meta-discourse and Their Guiding Role in Japanese Teaching Practice

作　　者：杨秀云[1,2] YANG Xiu-yun(Nanjing University,Nanjing 210023,Jiangsu Province;Changshu Institute of Technology,Changshu 215500,Jiangsu Province,China)

机构地区：[1]南京大学,南京210023 [2]常熟理工学院,江苏常熟215500

出　　处：《景德镇学院学报》2018年第5期22-28,共7页Journal of JingDeZhen University

基　　金：教育部2015年度人文社会科学研究项目青年基金"功能认知视域下日语元话语分析与应用研究"的部分成果(15YJC740117)

摘　　要：元话语指有关话语的话语。日语课堂授课过程中,建构话题的预言型元话语和总结型元话语,列举项目元话语,明确发话意图的元话语,提示原因理由的元话语、提示授课内容要点的元话语、总结讲义内容的元话语,言及叙述方式的元话语,自他发话焦点化元话语,言及学生对知识理解的元话语,定义概念元话语等在授课的开始、展开、结束部分促进授课过程的顺利进行,使学习者更好地理解课堂内容。授课过程中"定义概念、解释说明元话语"、"建构话题元话语"、"明确发话意图元话语"的使用率往往较高。教师在解释说明授课内容前往往先提醒学生接下来要讲述的内容,因此"预言型元话语"使用也较多。本节课的目的是什么,是教师需要向学生说明的问题,因此"明确发话意图元话语"也较多使用。教师根据元话语的表达功能和使用特点灵活运用元话语,有利于提高学生正确理解课堂内容和授课目标的能力。Meta-discourses are discourses about discourses. In the process of teaching Japanese, the construction of variouspatterns of the meta-discourse can facilitate the whole process of teaching and the students＇ understanding of the teaching content.The patterns of the meta-discourse include predictive meta-discourse, summary meta-discourse, enumerative meta-discourse, metadiscoursefor clarifying instruction purpose, meta-discourse for prompting reasons and causes, meta-discourse for prompting keypoints of lectures, meta-discourse for summarizing lectures, etc. The widely used meta-discourses in the teaching process includemeta-discourses for definition and explanation, meta-discourses for topic construction, meta-discourses for clarifying instructionpurposes which the teacher uses to explain and clarify topics, and the predictive meta-discourses for reminding the students of thecontent before beginning the lecturing. The teacher＇s flexible use of the meta-discourse according to its functions and characteristicscan facilitate the students＇ understanding of the contents and teaching purposes of the lectures.

关 键 词：元话语 教学实践 日语模式分析 

分 类 号：H362.1[语言文字—日语]