基于语料库的慕课教师介入语研究——以“大学英语”课程为例  

A Corpus-based Study on Interventional Language of MOOC Teachers:Taking College English Course as An Example

作　　者：李晔[1] 刘圣楠 童梨花 LI Ye;LIU Shengnan;TONG Lihua(School of Foreign Language Education,Jilin University,Changchun,Jilin 130012,China)

机构地区：[1]吉林大学公共外语教育学院,吉林长春130012

出　　处：《吉林师范大学学报（人文社会科学版）》2024年第3期71-77,共7页Journal Of Jilin Normal University:Humanities & Social Science Edition

基　　金：教育部人文社会科学基金项目(22YJA740018);吉林省社会科学基金项目(2023B128);吉林大学研究生创新基金资助项目(2023CX160)。

摘　　要：介入是教师话语中重要的元话语资源。慕课作为当下重要的教学渠道之一,其信息传播方式及受众特性都与实体课堂有着很大区别。为了探究慕课独特的交际方式对“大学英语”课程教师介入策略的影响,本研究在Hyland元话语框架的观照下,采取语料库研究法对15名“大学英语”实体课堂教师和11名慕课教师话语的介入语进行频率、分布与搭配的分析,进而发现慕课教师的介入总频率以及分类频率均低于实体课堂,慕课教师倾向于利用介入手段构建平等友好的交际关系,但对受众的认知介入不足,其受众意识也应该加强。Engagement is an important linguistic resource in teacher talk.As one of the important teaching channels at present,MOOC has significant differences in information dissemination methods and audience characteristics compared to physical classrooms.In order to explore the impact of MOOC’s unique communication style on the intervention strategies of teachers in College English course,this study adopts a corpus research method to analyze the frequency,distribution and collocation of engagement markers in College English courses from 15 teachers in real classroom courses and 11 in MOOC based on Hyland’s meta discourse framework.It has been found that the total frequency and classification frequency of MOOC teachers are lower than those of real classrooms.MOOC teachers tend to use intervention methods to build equal and friendly communication relationships,but their cognitive intervention in the audience is insufficient and their audience awareness should also be strengthened.

关 键 词：介入 元话语 教师话语 语料库 慕课 

分 类 号：H319[语言文字—英语]