基于CiteSpace的我国外语课堂话语研究文献计量分析(2003-2022)

A Bibliometric Analysis of China’s Foreign Language Classroom Discourse Research Based on CiteSpace(2003-2022)

借助可视化软件CiteSpace,对2003—2022年CNKI数据库中我国外语课堂话语相关研究的发展脉络、高产作者和机构、研究热点、研究前沿进行计量分析。研究发现:国内外语课堂话语研究呈现阶段性特征,大致可分为缓慢发展期、快速增长期、下降期及稳步发展期四个阶段;王健、刘永兵、张莲、徐锦芬等发文量2篇及以上者为该领域的核心作者。发文量较多的机构以师范类和外语类高等院校为主,北京外国语大学是近两年该领域研究的重要阵地;研究热点集中在五个方面,分别是课堂话语总体性研究、聚焦反馈和提问语的课堂话语微观研究、关注课堂互动和意义协商的话语研究、课堂话语影响教育教学的研究及基于信息技术的课堂话语研究;多模态、课堂互动及翻转课堂等话题为研究前沿。以上结果同时表明:现有研究存在研究主体间缺乏合作、我国本土化的研究理论有待创新、运用语料库和科学实验方法的研究有待加强、课堂话语研究与外语教师教育和专业化发展“脱节”等问题。

With the visual software CiteSpace,this paper reports on a bibliometric analysis of the development venation,productive authors and institutions,research highlights and research fronts of foreign language classroom discourse research in China’s CNKI database in the past 20 years.The findings indicate that:foreign language classroom discourse research in China has exhibited a roughly four-phase developmental trajectory:the slow development period,the rapid growth period,the declining period and steady development period.Wang Jian,Liu Yongbing,Zhang Lian,Xu Jinfen and others who have published more than 2 articles are the core authors in this field.The institutions with a large number of papers are mainly normal universities and foreign studies universities.Beijing Foreign Studies University is an important research position in this field in the past two years.The research has focused on five aspects,namely,the overall study of classroom discourse,the micro study of classroom discourse focusing on feedback and questioning,the discourse study focusing on classroom interaction and negotiation of meaning,the research on the impact of classroom discourse on education and teaching and the research on classroom discourse based on information technology.Multimodality,classroom interaction and flipped classroom are the research fronts.These findings also show that there is a lack of cooperation among research subjects,the theory of localization in China needs to be innovated,the use of corpus and scientific experimental methods needs to be strengthened,and classroom discourse research is“disconnected”from foreign language teacher education and professional development.