生态语言学视角下慕课教学中教师话语的主位分析  

Analysis of the Thematic Structure of Teacher Discourse in MOOC Teaching from the Perspective of Ecolinguistics

作　　者：时常珺[1] SHI Changjun

机构地区：[1]常州工学院外国语学院,江苏常州213022

出　　处：《科教文汇》2023年第2期64-67,共4页Journal of Science and Education

基　　金：2021年度江苏省高校哲社项目“课程思政视野下外语类线上教学教师话语的生态化研究”(项目编号:2021SJA1262);2020年常州工学院校级教学改革研究重点课题“‘课程思政’引领下外语类慕课、微课教学的生态化探索与研究”(课题编号:30120300000-KT-015)。

摘　　要：文章以和谐生态场所观为生态哲学基础,探讨慕课教学中教师话语的主位选择对话语生态性的影响,旨在从生态语言学视角提高教师话语内在层面的影响力。研究发现:教师话语的生态性主要由充当经验主位的参与者角色成分决定;生态性较强的参与者角色充当标记性主位;主位构成类别的多样性,有助于增强教师话语的生态意义。Based on the ecosophy of Concept of Harmonious Ecological Place,how the thematic choice of teacher discourse in MOOC teaching influences the ecological attribute of teacher discourse is discussed with the purpose of helping to improve the influence of teacher discourse from an ecological perspective.Results show that the ecological attribute of teacher discourse in MOOC teaching is mainly determined by the participant roles serving as the empirical theme.Besides,participant roles with stronger ecological attribute,and the diversity of categories in thematic structure will both help to enhance the ecological attribute of teacher discourse.

关 键 词：慕课教学 教师话语 生态性 主位系统 

分 类 号：H319[语言文字—英语]