基于评价理论的中美慕课话语态度研究

An Appraisal Theory-based Attitude Study of Discourses Between Chinese and American MOOCs

本文以Martin等人创立的评价理论为基础,采取定性与定量相结合的研究方法,从情感、判断和鉴赏三方面比较中美慕课写作课程的态度资源。研究发现,在情感和判断方面,美国慕课话语资源比中国慕课话语资源高;而在鉴赏方面,中国慕课话语资源略胜于美国,二者的差异并不太明显,且中美慕课的鉴赏资源均高于情感和判断资源。因此,在慕课背景下,教师应在课程中适当补充情感和判断话语资源,以达到更好的教学效果。

Within the framework of Appraisal Theory founded by Martin et al., the study employs qualitative and quantitative approaches to compare Chinese Attitude resources with American Attitude resources in MOOCs writing courses from three aspects, namely Affect, Judgment and Appreciation. The research revealed that American MOOCs resources were higher than Chinese MOOCs in terms of Affect and Judgment, while Chinese MOOCs resources were slightly higher than American＇ s in terms of Appreciation. The difference between those two was not very significant. And Appreciation resources in Chinese and American MOOCs were higher than Affect and Judgment resources. Thus, under the background of MOOCs, teachers should appropriately add Affect and Judgment resources in the curriculum to achieve better teaching effects.