基于LancsBox的中外文化类慕课教师话语介入标记对比研究:教学与传播的双重视角  

A Contrastive Study of Engagement Markers of Teacher Talk in Chinese and Foreign Cultural MOOCs Based on Lancs Box:A Dual Perspective of Pedagogy and Cross-Cultural Communication

作　　者：李晔[1] 童梨花 LI Ye;TONG Lihua

机构地区：[1]吉林大学 [2]深圳宝龙外国语学校

出　　处：《中国外语》2025年第2期79-87,共9页Foreign Languages in China

基　　金：教育部人文社会科学研究项目“国际慕课场域中国教师英语元话语策略研究”(编号:22YJA740018);吉林大学研究生教育教学改革与研究资助项目“研究生双语课程建设视域下教师英语教学元话语能力研究”(编号:2024JGY050)的阶段性研究成果。

摘　　要：介入标记是教师话语中重要的元话语资源,旨在达成观点认同并促进受众互动。本文基于Hyland的互动元话语框架,采用语料库研究方法,对来自国际平台若干中外文化类课程教师话语介入标记的频率、搭配和分布进行统计与分析。研究发现,和英语本族语教师相比,中国教师的介入标记频率更高,其介入策略为传播取向,倾向于彰显教师权威以打造值得信赖的信息传播者形象。该策略虽然确保了信息的如实传递,但对学生的认知介入不够深入,在一定程度上不利于维系受众以及知识建构。教师应加强化元话语意识,充分掌握各项介入标记的交际功能,深化认知介入,平衡教师权威,以优化教学与文化传播的效果。Engagement markers,as crucial metadiscursive resources in teacher talk,aim to achieve persuasiveness and promote audience interaction.Based on Hyland’s framework ofinteractional metadiscourse,this paper adopts a corpus-based methodology to statistically analyze the frequency,collocation,and distribution of engagement markers used by both Chinese and English native teachers in cultural MOOCs on the international platform.The findings indicate that,compared to native English-speaking teachers,Chinese teachers use engagement markers more frequently,adopting a“dissemination-oriented”strategy that emphasizes teacher authority to build a trustworthy image as an information source.While this approach ensures the accurate transmission ofinformation,the insufficient cognitive engagement with students may hinder audience retention and knowledge construction.Teachers should enhance their awareness of metadiscourse,master the communicative functions of various engagement markers,deepen cognitive engagement,and moderate their authority to optimize the effect of teaching and cultural communication.

关 键 词：介入 元话语 教师话语 国际传播 慕课 

分 类 号：H319[语言文字—英语]