教学话语与悉尼学派体裁教学法——论伯恩斯坦对悉尼学派体裁教学法的理论贡献

Pedagogic Discourse and the Genre-based Pedagogy of Sydney School:On Bernstein's Theoretical Contribution to the Development of Genre-based Pedagogy

教育社会学理论与系统功能语言学之间富有成效对话已历经半个多世纪,教学话语与悉尼学派体裁教学法是整个对话过程的第二阶段,语言学家学会了从社会的角度看语言。从伯恩斯坦的教学话语理论的角度深入解读悉尼学派体裁教学法,通过从悉尼学派体裁教学法的颠覆性和二次语境化特点着手,深入探究伯恩斯坦教育社会学理论与体裁教学法的特殊关联,以期对于外语教学有借鉴意义。

Over the last fifty years, Bernsteinian sociology and systemic functional linguistics have engaged in fruitful dialogue, of which the second stage is between pedagogic discourse and the genre-based pedagogy of Sydney School. During this stage, the linguists have learned to do the research of language issues from the perspective of sociology. This paper attempts to construe the genre- based pedagogy from a sociological perspective. We start by exploring why genre-based pedagogy has been regarded as a subversive modality and a process of recontextualization. Based on the exploration, the implications for foreign language teaching cover different aspects such as the compiling of the textbook, transmission and evaluation, etc.