功能语言学视角下英语课堂话语知识建构分析  

A Functional Perspective on Knowledge-building in EFL Classroom Discourse

作　　者：于晖[1] YU Hui(School of Foreign Languages and Literature,Beijing Normal University,Beijing 100875,China)

机构地区：[1]北京师范大学外国语言文学学院,北京100875

出　　处：《浙江外国语学院学报》2019年第1期13-22,共10页Journal of Zhejiang International Studies University

基　　金：教育部人文社会科学研究规划基金项目"基于语篇体裁类型的教育语篇知识结构研究"(16YJA740044)

摘　　要：课堂话语是教育研究的重要课题。以往研究多侧重于对课堂话语输入、输出或互动结构的描述,关于课堂话语如何推动学习者知识建构的研究相对较少。本文以功能语言学为研究视角,构建课堂话语知识建构的分析框架,并选取一节英语阅读课为分析对象,从语篇体裁、教学实践和语篇语义三个维度分析课堂话语的知识建构,探索本次课堂话语语篇体裁类型的组成、教学实践如何为知识建构做准备、语篇语义系统又识解怎样的经验知识,多维度解析课堂话语的知识建构。The study of classroom discourse is essential to education.However,previous research has mainly focused on the study of its input,output and interactional structure.Little research has been done on how classroom discourse contributes to knowledge-building by learners.An analytic framework is constructed from the perspective of functional linguistics for analyzing knowledge-building in classroom discourse.The classroom discourse of an English reading class is chosen and analyzed in terms of its genre types,pedagogic practice and discourse semantics.A multi-dimensional analysis is provided on how knowledge is built,including (1)what genre types constitute the classroom discourse;(2)how pedagogic practice prepares learners for knowledge-building;and(3)what experiential knowledge is construed by discourse-semantics.

关 键 词：英语课堂话语 功能语言学 知识建构 

分 类 号：H319.3[语言文字—英语]