作　　者： ;

机构地区： 中山大学外国语学院

出　　处： 《中山大学研究生学刊（社会科学版）》 2008年第3期129-135,共7页

摘　　要： 话语标记语近年来引起国内外学者的广泛关注,主要是从句法结构,语用连贯和认知语用的角度分析,对于其具有的人际意义研究尚少,本文以搜集的语料中的外语课堂教师的话语标记语为研究对象,在系统功能语法的框架下,重点探讨话语标记语在具体外语课堂步骤中,如起始(opening),信息确认(information-checking),信息澄清(information-clarification),回应(respond ing),评论(comment),重复(repetition)等步骤中所起的人际功能,如语气,评价功能等。分析表明外语教师课堂使用话语标记语有助于沟通教师和学生之间的人际关系,促进学生的思考和参与能力。这对于我们进一步认识自然语言的互动性和促进外语教学有积极意义。 Discourse marker has drawn wide attentions from scholars at home and abroad, mainly from the perspective of syntactic structure, pragmatic coherence and cognitive pragmatic, while less interpersonal meaning. This present paper focuses on the interpersonal function of discourse marker employed by the foreign lau- guage teacher in foreign language class, in the framework of SFL, especially from the viewpoints of the mood and appraisal. Such study shows that discourse marker used by foreign language teachers can not only negotiate the interpersonal relationship between the teacher and the student, hut also enhancing the student＇s ability of reflection and involvement, which might help us to understand the dynamic features of language and impruve the foreign language teaching practice.

关 键 词： 外语 课堂 话语标记语 交际和交易 人际

领　　域： [语言文字] [文化科学] [文化科学]