IRF互动理论视角下英语课堂话语知识建构:话语与思辨

The Construction of English Classroom Discourse Knowledge from the Perspective of IRF Interactive Theory:Discourse and Critical Thinking

运用IRF互动理论进行会话语篇分析,以江西某高校法律专业英语口语课堂为例,将录制的课堂视频进行转写和标注,获得数据,分析学生合作互动行为中的思辨能力。研究发现中国学生在进行英语口语讨论时,会有学生主动充当组织者的角色诱发新的话题,会分享观点,相互倾听,轮流发言,尊重彼此的观点,以理服人;讨论遇到分歧和受到质疑时会主动要求对方说明理由,最终达成共识。

IRF(initiative—response—follow—up,initiation—response—follow-up)theory is that the interlocutor uses discourse cooperative behavior to promote the interlocutor to exchange opinions and share professional knowledge,inspiring students critical thinking and integrating oral English and cross-subject knowledge into one.This article uses IRF interaction theory for conversational text analysis.Taking Jiangxi University of Finance and Economics as a spoken English classroom for example,the recorded classroom video is transferred and annotated to obtain data and to analyze students’critical thinking.The study found that when Chinese students are discussing by speaking in English,students will take the initiative to act as organizers to induce new topics,share opinions,listen to each other,take turns to speak,respect each other’s views,and justify people.When discussions encounter differences and challenges,they will actively ask the other party to explain the reasons and eventually reach a consensus.