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术语“语类”不管是在教育语言学的研究还是在教育学中都占据了核心地位。作为一个元语言术语,语类常用来描述研究者、教师和学生的所做、所说以及所写;语类也是我们制定课程和教学大纲时遵循的组织原则;它不仅在学科差异性分析中发挥作用,而且在其他方面也发挥一定的作用。所以“语类”确实是一个常用的术语。然而,Yunick[1]认为,“随着这个术语的普及,我们需要继续研究,进行批判性和道德性的评价,当然也有必要与理论继续对话。”在文章中,我们从Yunick所提出的挑战的一个方面入手,批判性地评价了语类在两种不同理论取向之下语篇分析中的意义。文章主要探讨了在不同理论的语境中语类具有不同的意义是否关系重大的问题。本项研究侧重研究语类定义的差异性,以及语类在研究和教学方面的解释性潜力。
The term “language ” is at the heart of both educational linguistic research and pedagogy. As a meta-linguistic term, grammar is often used to describe what researchers, teachers and students do, what they say and write; norms are also the organizational principles that we follow when formulating curriculums and syllabuses; not only in disciplinary analysis Play a role, but also play a role in other aspects. So “category ” is indeed a commonly used term. However, Yunick [1] argues that “with the popularity of this term, we need to continue our research, critically and ethically, and of course it is necessary to continue the dialogue with the theory.” "In the article, we put forward from Yunick One of the aspects of the challenge, we critically evaluate the meaning of grammar in discourse analysis under two different theoretical orientations. The article mainly discusses whether the different meanings of Chinese clauses in different theoretical contexts are of great significance. This study focuses on the study of the differences in the definition of genres and the explanatory potential of grammar in research and teaching.