小学教师课堂话语语气及人际意义研究——系统功能语言学视角
Mood and Interpersonal Meanings of Primary School Teachers’ Classroom Discourse—A Systemic Functional Grammar Perspective

本文以系统功能语言学语气有关理论为基础，对32位小学教师课堂话语中的语气、语气隐喻进行了统计和人际意义分析，结果显示：教师课堂语气相对较多地表达提问和命令功能；陈述、提问和命令三类言语功能都主要通过典型语气表达，各类典型语气在课堂语境中所表达的人际意义呈现出一些值得关注的特点；教师还使用人际投射和转换典型语气等手段来增大师生意义协商空间；与言语功能对应的典型陈述语气、典型疑问语气和表陈述功能的疑问语气的频率在语文和数学教师间有显著性差异。
41Based on mood-related theories in Systemic Functional Grammar, this paper analyses the classroom discourse of 32 primary school teachers’ in mood and metaphors of mood as well as their interpersonal meanings. The results show: teachers’ classroom discourse employs relatively more speech functions of questions and commands; statement, question and command functions are typically realized via, respectively, declaratives, interrogatives and imperatives, and all the typical mood types, in classroom setting, are presenting certain noteworthy characteristics in interpersonal meanings; interpersonal projections and mood shifting are also devices adopted by teachers to enlarge the space for teacher-student meaning negotiations; typical declarative, typical interrogative and interrogative for statement, as three tested variables, all show significant differences between Chinese and math teachers.