基于语料库的中学英语课堂规约话语研究

A Corpus-based Study of Regulative Discourse in Chinese Secondary School English Language Classrooms

在外语课堂话语研究中，学者主要分析教师提问、三话轮互动等教导性话语，而鲜见有人研究课堂规约话语，对中学外语课堂中的规约话语研究则更少。本文从波恩斯坦的教学话语理论视角出发，采用语料库的研究方法，分析我国中学英语课堂中的规约话语。经过对教师指令语进行量化分析，探讨教师在课堂指令语的使用上作了哪些选择，出于什么目的，如何规约学生课堂行为，从而阐释在英语课堂语境中教师规约话语是如何构建的，并试图揭示师生之间的权势关系如何。该研究结果有助于我们对课堂规约话语的深入理解。这种理解无疑对教师改进课堂教学，尝试采用以学生为中心的教学取向，培养学生创新能力有很大的启发意义。

Foreign language （ FL ） classroom research has largely focused on ＇instructional discourse＇ in local classroom contexts where teachers and students interact about FL knowledge and skills. Few studies have been conducted, however, to examine ＇regulative discourse＇, which largely determines whether the classroom pedagogy is teacher centered or student learning centered. In this article, therefore, we investigate regulative discourse in Chinese secondary school English Language classrooms from a perspective of Bernstein＇ s pedagogic discourse theory. Specifically, we identify the typology of teachers＇ direcfives with morphosyntactic patterns by using a corpus approach, and explore what choices teachers make of directives, for what regulatory purposes and how they position students. In this way, we demonstrate how the regulative discourse is constructed and what power relations are enacted between teachers and students in the Chinese secondary classroom context. The findings help illuminate relationships between sociocultural factors and classroom regulative practices that enable a better understanding of sociocultural specific rules of order, relation and identity in the classroom context.