外语教学课堂话语研究:理论与方法——当代外语教学课堂话语研究综述(一)

FLT Classroom Discourse Research:Theory and Methodology—A Literature Review of Contemporary Studies on FLT Classroom Discourse

有关课堂的研究始于20世纪60年代末。它主要对语言课堂里的教、学过程进行研究。它关注课堂的语言输入、语言输出和课堂互动。通过研究,学者们发现,相较于教学方法而言,教师与学生在课堂里究竟做了什么更为重要。而课堂话语(包括教师话语和学生话语)是进行课堂研究的第一手材料,是语言输入、语言输出和师生、生生互动的具体体现。就外语教学而言,教师话语是学生获取语言信息的最直接和最重要的渠道;创造课堂互动的机会则能促进更多的学生话语的产生。最近一、二十年来,国内众多学者也开始对外语教学课堂话语进行了大量的研究。本文对国内课堂话语在理论与方法上的研究进行述评,总结其成就与不足,为促进课堂话语在我国的本土化研究探索新的思路和视角。

Classroom studies dated back to the 1960s. They examine the processes of teaching and learning which occur in the classroom, and are concerned with the linguistic input, output, and interactions in the classroom. People have realized that it is what the teacher and the students do in class that really counts. Classroom discourse, including teacher talk and student talk, is the firs-hand material of classroom studies, and is the manifestation of students＇ linguistic input and output and of teacher-student interactions. The linguistic input in class, i. e. teacher talk, is the most important channel through which the learners acquire language information. The interactions can promote the students＇ linguistic output, i. e. the pro- duction of student talk. During the past one to two decades, scholars at home have done a lot of research on FLT classroom discourse. This paper of theory and methodology, summarizes gives a review of the achievements the studies of FLT classroom discourse in terms and inadequacies of such studies, and attempts to probe into new trains of thought and perspectives for the nationalized classroom discourse research in China.