摘要
经过多年的研究,元话语(MD)已成为教育领域的重要概念,尤其在书面语境中得到了广泛关注。元话语允许教师在授课过程中有效地组织课堂话语,并展示个人的教学风格。尽管近年来对口语语境下元话语的研究有所增加,但在不同教育环境下仍需进一步探索其在实践中的应用。鉴于英语为媒介的教学(EMI)在全球范围内日益普及,MD在EMI课堂话语中所扮演的角色已然成为一个具有研究价值的领域。在土耳其的语境下,MD近期已成为一个备受瞩目的研究领域。然而,关于土耳其语境中口语互动中的MD的研究却相对较少。本研究旨在深入探究教师在不同EMI课程的口语教学中,对于元话语标记的分布情况以及词法实现的具体表现。研究以?del(2010)提出的元话语框架为参照,运用语料库方法进行了话语分析。通过对36小时课堂观察所收集的语料进行严谨的定性与定量分析,我们发现,在不同的EMI课程中,元话语范畴的分布与实现均呈现出一定的差异性。
Metadiscourse(MD)allows instructors to organize classroom discourse and reflect their own style while delivering the content.MD has been studied for years,especially with a focus on written contexts even though the number of studies conducted on spoken contexts in different educational settings has a tendency to increase.With the increasing spread of English medium instruction(EMI)across the world,the role of MD in EMI classroom discourse has become a field of research that is worth investigating.Concerning the Turkish context,MD has recently been a popular research area,but there are limited number of studies conducted the examination of MD in spoken interactions in the Turkish context.To this end,the current study aims to investigate the distribution and lexicogrammatical realizations of metadiscourse markers employed by the lecturers in the spoken discourse of different EMI courses.A corpus-based discourse analysis was carried out by referring toÄdel’s(2010)framework of metadiscourse.The qualitative and quantitative analyses of the corpus collected from 36 hours of lesson observation have revealed some variations in both the distribution and realization of metadiscursive categories in different EMI courses.
关键词
元话语
课堂话语
英语语言教学
口语话语
metadiscourse
classroom discourse
English medium instruction
spoken discourse
