课堂研讨话语中学生是非疑问句的认识立场及语用功能研究  

Epistemic Stance and Pragmatic Functions of Students′ Yes-No Questions in Classroom Academic Discussions

作　　者：夏秸[1,2] XIA Jie(School of Foreign Languages,Jiangsu University of Science and Technology,Zhenjiang Jiangsu 212003,China;School of Foreign Studies,Nanjing University,Nanjing Jiangsu 210023,China)

机构地区：[1]江苏科技大学外国语学院 [2]南京大学外国语学院

出　　处：《江苏科技大学学报（社会科学版）》2019年第2期66-73,共8页Journal of Jiangsu University of Science and Technology(Social Science Edition)

基　　金：江苏科技大学2017年在职培养博士科研启动基金项目(1072931703);2016年江苏省教育科学“十三五”规划课题重点自筹项目(B/b/2016/01/10)

摘　　要：随着课堂教学模式从以教师为中心向以学生为中心的过渡,学生在课堂中的主体性作用日益凸显。提问是课堂话语实践的重要组成部分,然而与教师提问相比,对学生提问的关注远远不够。以真实课堂语境下师生的互动话语为语料,聚焦是非疑问句这一问句形式,以Riccioni等对问句及认识立场的分析框架为基础,分析师生互动话语中学生是非疑问句的具体类型、序列特征、实施的社会行为和语用功能。在此基础上,结合对学生提问的认识立场的分析,从语用学角度探讨学生提问方式背后的语用动因。借助语言学及语用学对课堂语境下学生是非疑问句的使用情况进行分析,有助于教师更好地识别学生是非疑问句所实施的社会行为及语用目的,促进课堂语境下师生的知识协商及良好师生关系的共建。With the current teaching model transitioning from teacher-oriented to student-oriented,the role students play in classroom has become increasingly salient.Raising questions is an important part of classroom discourse practice.However,compared with research on teachers' questions,research on students' questions are quite limited.By collecting authentic teacher-student interaction data,this study presents a conversation analysis on students' yes-no questions in classroom academic discussions drawing on the analytic framework by Riccioni et al.,focusing on the types,the social acts and pragmatic functions of students' yes-no questions.This paper then goes further to investigate the pragmatic motivations behind students' use of interrogative yes-no questions.The study,with nuanced linguistic and pragmatic analyses,is conducive in helping teachers to identify the social actions and pragmatic functions of interrogative yes-no questions,which contributes to the knowledge negotiation and rapport building in classroom settings.

关 键 词：课堂研讨话语 是非疑问句 认识立场 语用功能 

分 类 号：H030[语言文字—语言学]