伯明翰学派会话理论视角下的英语专业课堂学生话语研究  

A Study of Student Discourse in English Major Classes from the Perspective of Birmingham School Conversation Theory

作　　者：杨梦莲 费珺 陆晴 

机构地区：[1]苏州科技大学天平学院语言文化学院, 江苏 苏州

出　　处：《教育进展》2023年第5期2847-2854,共8页Advances in Education

摘　　要：伯明翰学派话语分析理论及其分析模式能够描述真实的课堂结构。该研究基于伯明翰学派的会话理论,探讨大学英语专业课堂上学生的课堂话语结构。研究发现完整的IRF虽然是存在的,但是并不常见。而且课堂互动中教师说的多,学生发言的少,要改变这种现状,有效的方法之一就是激发学生学习英语的兴趣,适当的调节课堂内容,创造性的提出学习方法等。The Birmingham School theory of discourse analysis and its analytical model are able to describe the real classroom structure. This study explores the classroom discourse structure of students in college English major classrooms based on the Birmingham School’s theory of conversation. The study found that complete IRF, although it exists, is not common. Moreover, the teacher speaks a lot and the students speak little in classroom interactions. One of the effective ways to change this situation is to stimulate students’ interest in learning English, adjust the classroom content appropriately, and propose creative learning methods, etc.

关 键 词：伯明翰学派 学生话语 英语专业学生 IRF会话结构 交际回合 

分 类 号：G63[文化科学—教育学]