作　　者： ;

机构地区： 中山大学外国语学院

出　　处： 《外语教育研究》 2020年第4期8-15,共8页

摘　　要： 基于悉尼学派功能体裁理论,结合系统功能语言学元功能理论,探讨在直接课堂情境下,教师如何发挥支架作用,讲授和评估“体裁知识”和“学术话语共同体知识”,即EFL学术写作构念中的两个核心能力模块。研究通过教学实例,演示教师对学术语篇的宏观语义模型、局部语义模型、语类“纲要式结构”、词汇-语法体现进行的分析。通过课堂教学中的功能体裁分析,学术写作的目的、对象以及具体的语言表达模式能够被系统地、层次化地呈现。研究试图以此促进本科生的写作能力向更加专业化的方向发展,也以此模式推动以本科生英语学术写作能力为导向的教学实践的发展。 This paper,based on the functional genre theory of the Sydney school,together with the metafunction theory of systemic functional linguistics,explores how teachers,in the teaching context of a classroom,plays the role of a scaffold in instructing and assessing“genre knowledge”and“academic discourse community knowledge”,i.e.the two core competency modules in the EFL academic writing construct.The paper demonstrates the teacher’s analysis on the macro-semantic model,local semantic model,“outline structure”of language categories,and lexico-grammatical embodiment of academic discourse through authentic teaching cases.Through functional genre analysis in the classroom teaching,the purpose,object,and specific linguistic expression patterns of academic writing can be presented in a systematic and hierarchical manner.The paper attempts to promote the development of undergraduates’writing skills in a more specialized direction,and to use this mode to facilitate the development of teaching practices on the basis of undergraduates’English academic writing ability.

关 键 词： 悉尼学派功能体裁理论 功能体裁分析 学术写作构念 体裁知识 学术话语共同体知识

领　　域： [语言文字—英语]