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本文采用语篇功能分析法,在系统功能语法的理论框架下,对比研究了双语教学的课本语篇与讲座语篇在因果意义表达模式上的差异,发现课本语篇的隐喻化程度高,所表达的因果意义含糊、隐晦。教师授课时对课本语篇进行了重构,功能重述是语篇重构的主要策略。两种语篇认知效果的检验表明这一策略的可行性,揭示了教师在意义构建方面的协调作用,探讨了系统功能语法的层次思想与级阶理论为功能重述提供的理据。
In this paper, we use discourse analysis to study the differences of the textual discourse and lecture discourse in the context of systematic functional grammar under the framework of systematic functional grammar. We find that the textual discourse has a high degree of metaphorical meaning. The causal meaning of expression is ambiguous and obscure. When teaching, teachers reconstruct the textbook, and restatement of functions is the main strategy of textual reconstruction. The test of two discourse cognitive effects shows the feasibility of this strategy, reveals the coordinating role of teachers in the construction of meaning, and explores the rationale for the functional restatement of the system functional grammar and level theory.