摘要
IRF(启动—回应—反馈)结构是课堂话语研究的重要发现和议题之一。自1975年辛克莱尔和库尔萨德发现课堂话语的这种现象至今,研究者们围绕IRF结构的争论一直持续至今。基于70项围绕课堂话语IRF结构的新近研究的文献回顾,本研究发现:目前IRF课堂话语结构研究有显著的学科倾向,考察对象多为第二语言课堂;IRF课堂话语结构研究在研究问题、语料搜集和数据分析上有明显的自然主义和描述取向;IRF框架是课堂话语分析的有效工具;当前研究对IRF课堂话语结构产生了新的认识。
IRF(Initiation-Response-Feedback)pattern was one of the most significant findings and issues of classroom discourse study.Since Sinclair,J.and Coulthard,M.(1975)discovered this phenomenon in classroom discourses,researchers have kept arguing and discussing on IRF pattern till now.Based on the literature review of 70 recent study cases focusing on IRF classroom discourse pattern,this research synthesis found that paying more attention to second language classrooms,current IRF classroom discourse pattern researches showed a significant subject bias;in terms of question posing,corpus collecting and data analysing,IRF classroom discourse researches showed naturalistic and descriptive orientation;IRF framework was becoming effective tools to classroom discourse analysis;and new understanding of IRF classroom discourse pattern was generated from current researches.
作者
黄山
HUANG Shan(Institute of Curriculum and Instruction,East China Normal University,Shanghai,200062)
出处
《基础教育》
CSSCI
北大核心
2018年第2期93-101,共9页
Journal of Schooling Studies
基金
教育部哲学社会科学重大攻关项目"中小学课程实施过程质量监测"(项目批准号:16JZD047)研究成果之一
关键词
IRF结构
课堂话语
师生互动
话语分析
研究综述
IRF(Initiation-Response-Feedback)pattern
classroom discourse
teacher-student interaction
discourse analysis
research synthesis
