《澳大利亚国家英语课程标准》中的系统功能语言学理据探析  

Exploring the systemic functional linguistic underpinning for Australian Curriculum: English

作　　者：解敏 程晓堂[2] XIE Min;CHENG Xiaotang

机构地区：[1]复旦大学 [2]北京师范大学

出　　处：《外语教育研究前沿》2019年第4期56-62,93,共8页Foreign Language Education in China

基　　金：教育部人文社会科学研究青年基金西部和边疆地区项目“GBP理论视域下的大学英语课程建设与教师发展同构模式研究”（项目编号：16XJC740003）的阶段性成果

摘　　要：语言学理论在设置语言课程目标过程中发挥着重要的指导作用。系统功能语言学作为以语言使用为导向的语言学流派,被广泛应用到语言课程目标设置中,其中《澳大利亚国家英语课程标准》最为典型。该课程标准明确回答了"语言学习应该学什么"和"什么时候学"等问题。本文剖析该课程标准背后的系统功能语言学理据,旨在说明如何将系统功能语言学理论运用到课程目标设置中,以帮助教师和学习者更好地理解语言使用和运作的规律。基于以上分析,本文最后提出针对我国英语课程目标设置的改进建议。Linguistic theories play an important role in the design of language curriculum objectives. As a use-oriented linguistic school, systemic functional linguistics(SFL) has been widely applied in curriculum objectives design. Australian Curriculum: English is the typical one, which has a solid SFL basis and explicitly addresses what language knowledge to learn and when to learn. This paper presents the SFL underpinning for Australian Curriculum: English. The aim is to reveal how SFL could be applied in designing curriculum objectives, so that teachers and learners could have a better understanding of how language works in a contextualized way. Based on the analysis, suggestions are given on the improvement of China’s English curriculum objectives design.

关 键 词：《澳大利亚国家英语课程标准》 课程目标 系统功能语言学 

分 类 号：H319.2[语言文字—英语]