摘要
西方学者对学术互动中的okay功能展开了许多研究,但在中国学界鲜有学者探究国内以汉语为母语的大学英语教师的课堂okay话语的功能。鉴于此,本研究借助会话分析方法探究大学英语教师okay话语的互动功能及其成因。研究发现:教师的okay话语能实现7种互动功能;教师基于okay的核心意义、依据具体语境和借助意义家族相似性衍生出这些功能。本研究有助于厘清国内大学英语课堂语境下的okay话语的异质性功能,并有利于推动国内学界利用会话分析方法来研究词汇的语义、语法和功能。
Western scholars have done many researches on the functions of okay in academic interaction,but few scholars in Chinese academia have explored the functions of okay in the EFL class-room discourse of college English teachers whose mother tongue is Chinese. In view of this,this study explores the interactive functions and their causes of college English teachers’ okay utterances by means of conversation analysis. The study finds that teachers’ okay utterances can achieve seven interactive functions,which are derived by teachers basing on the core meaning of okay,in light of specific contexts and by means of the family resemblance of meaning. This study is helpful to clarify the heterogeneous functions of okay in the context of college English classrooms in China,and to promote the employment of conversation analysis to study the semantics,grammar and functions of vocabulary in domestic academia.
作者
彭卓
PENG Zhuo(School of Foreign Languages,Shaoguan College,Shaoguan 512005,China)
出处
《外文研究》
2020年第2期15-22,105,106,共10页
Foreign Studies
基金
韶关学院第十九批教育教学改革研究重点项目“大学英语课堂中的语用身份建构研究”(SYJY20181904)
韶关学院第三批教学圈项目“大学英语网络对分课堂教学圈的研讨与实践”(SYJXQ20200108)
广东省大学英语教学改革重点项目“社会互动论视角下基于iSmart Learn平台的大学英语课堂学生互动的评价体系构建”(YDY-2019-06)。
