小学教师课堂用语情态及人际意义研究  

Modality and interpersonal meanings of primary school teachers’ classroom discourse

作　　者：王家锋[1] 肖开容[2] WANG Jiafeng;XIAO Kairong

机构地区：[1]重庆师范大学初等教育学院,重庆市400700 [2]西南大学外国语学院,重庆市400715

出　　处：《语料库语言学》2022年第1期38-53,162,共17页Corpus Linguistics

基　　金：2019年重庆市教委人文社科项目“小学教师话语人际功能探究”(19SKGH041)阶段性成果;2018年重庆市儿童发展与教师教育研究中心重点项目“小学教师话语人际意义研究”(JSJY1801)成果。

摘　　要：本研究以系统功能语言学情态理论为基础,结合汉语情态研究成果,从情态类别、情态值和情态隐喻三个维度对小学教师课堂用语的情态资源使用特征及人际意义等进行分析。研究发现:教师使用义务情态最多,情态较多服务于提问和命令的表达;教师通过低值的义务情态、纯能力情态的意态化疑问形式和显性主观情态隐喻实现委婉提议;他们倾向于通过使用高值概率情态来维持命题的可协商性与导向性之间的平衡;不同类别的教师间还存在一些情态使用上的显著差异。Based on modality theories in Systemic Functional Linguistics in combination with related Chinese modality research,this paper investigates the modality characteristics of primary school teachers’classroom discourse along the dimensions of modality type,modality value,modality metaphor,and their interpersonal meanings based on speech functions.The result shows that(1)obligation is the most frequently used modality and that modality clauses mainly serve the speech roles of question and command.(2)Teachers realize euphemistic proposals via low-value obligation,modularized interrogative of pure ability modality,and metaphors of explicit subjective orientation.(3)Teachers tend to use high-value probability in order to balance negotiability and guidance on proposition judgments.(4)Significant differences were found in modality use across teachers.

关 键 词：小学教师 课堂用语 情态 人际意义 

分 类 号：G622.4[文化科学—教育学]