摘要
本文采用语篇功能分析法,在系统功能语法的理论框架下,对比研究了双语教学的课本语篇与讲座语篇在因果意义表达模式上的差异,发现课本语篇的隐喻化程度高,所表达的因果意义含糊、隐晦。教师授课时对课本语篇进行了重构,功能重述是语篇重构的主要策略。两种语篇认知效果的检验表明这一策略的可行性,揭示了教师在意义构建方面的协调作用,探讨了系统功能语法的层次思想与级阶理论为功能重述提供的理据。
Within the theoretical framework of systemic functional grammar,this paper makes a comparative study of the textbook discourse and lecture discourse of a bilingual physics course.Employing the functional approach,the study finds that textbook discourse is more grammatically metaphorical,but results in obscurity of its causality.The functional recast is used by the bilingual instructor as a major strategy of textbook discourse reconstruction,mainly converting from metaphorical mode to congruent one.The test result of the cognitive effect of the two discourses shows that this strategy is effective.Its theoretical basis and bilingual instructor's role in the negotiation of meanings and forms are discussed.
出处
《现代外语》
CSSCI
北大核心
2012年第2期142-149,219,共8页
Modern Foreign Languages
