当代外语研究

当代外语研究 ›› 2022, Vol. 22 ›› Issue (4): 144-153.doi: 10.3969/j.issn.1674-8921.2022.04.014

• 思想与学术 • 上一篇    下一篇

多模态话语分析:教师话语研究的一种新范式

杨伊(), 陈昌来()   

  1. 上海师范大学,上海,200234
  • 出版日期:2022-08-28 发布日期:2022-09-13
  • 作者简介:杨伊,上海师范大学教育学院师资博士后。主要研究方向为课程与教学基本理论、教师话语研究。电子邮箱: yangyi1991@shnu.edu.cn;|陈昌来,上海师范大学对外汉语学院教授、博士生导师。主要研究方向为汉语语法研究。电子邮箱: chchl62@shnu.edu.cn
  • 基金资助:
    * 国家社科基金青年项目“基于师生互动多模态数据库的教师话语研究”(编号 21CYY017);上海市晨光计划“基于多模态语料库的小学语文教师话语水平提升路径研究”(编号 21CGA52);中国博士后科学基金第70批面上资助“师生互动中教师话语水平提升策略的多模态分析”的研究成果(编号 2021M702199)

Multimodal Discourse Analysis: A New Paradigm of Teacher Discourse Research

YANG Yi(), CHEN Changlai()   

  • Online:2022-08-28 Published:2022-09-13

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摘要：

多模态话语分析应成为教师话语研究的一种新范式,指在课堂教学系统中,分析教师混合使用不同符号资源以实现教学目标的过程,以及不同类别符号资源间的相互作用机制,属语言学、教育学和计算机科学多层次交叉融合的跨学科研究。研究路线以确定标注方案、形成分析框架为核心环节。其中,贴真建模以“确立研究视角”为起点形成Elan标注方案,对生语料进行加工,形成教师多模态语料库;之后依据模态间的“强化—非强化”“互补—非互补”两组关系建构结构参照系,并在此基础上形成“教师话语模态交互分析框架”,以此作为多模态教师话语分析工具。借助这一全新范式,可建构外语名师的多模态语料库,显化名师特质,推动多维教学评价观念的形成,有助于全面、精准打造外语“金课”。

关键词: 多模态, 话语分析, 教师话语, 范式

Abstract:

Multimodal discourse analysis should become a new paradigm of teacher discourse research. It is an cross-disciplinary study of linguistics, pedagogy and computer science, which aims to analyze the process of how teachers make a mixed use of different symbol resources to achieve teaching objectives and the interaction mechanism between different symbol resources. The core of the research route is to determine the annotation scheme and form the analytical framework. In this multimodal discourse analysis, the Elan labeling scheme is formed from the starting point of “establishing research perspective” in tieto-truth modeling. Based on this scheme, the raw corpus is processed and annotated and a multi-modal teacher corpus is built. Then a structural frame of reference is constructed based on the relationship between the two sets of modes, namely “intensification - non-intensification” and “complementation-non-complementation”, on which forming a “ framework for modal interaction analysis of teacher discourse” is based. This framework is used as a tool of multi-modal analysis of teacher discourse. With the help of this new paradigm, the multi-modal corpus of famous foreign language teachers can be constructed to highlight the special attributes of famous teachers, so as to promote the formation of multidimensional teaching evaluation ideas, and contribute to the creation of “golden lessons” in a comprehensive and precise way.

Key words: multimodal, discourse analysis, teacher’s discourse, paradigm

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