| 朱静.英语微课教师话语介入策略及身份建构研究[J].井冈山大学社科版,2019,40(4):84-90 |
| 英语微课教师话语介入策略及身份建构研究 |
| Engagement in Teachers' Discourse and Identity Construction in English Mini-video Lessons |
| 投稿时间：2019-04-16 |
| DOI：10.3969/j.issn.1674-8107.2019.04.012 |
| 中文关键词: 微课视频 教师话语 评价理论 介入 身份建构 |
| 英文关键词: mini-video lessons teachers' discourse appraisal system engagement identity construction |
| 基金项目:北京市社科基金项目"北京高校学生慕课情感体验与学习有效性关系研究"（项目编号：16JY018）。 |
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| 中文摘要: |
| 微课教师话语分析和身份建构研究有助于以教学微视频为依托的新媒体教育的发展。以系统功能语言学评价体系为研究框架，把微课教师话语看做一种介入资源具体配置的过程，分析其介入的特征和使用特点。通过研究发现，英语微课教师主要使用"包容"资源来实现介入，并利用介入资源在微课中建构了权威身份和磋商身份。两种身份的选择是动态的，根据具体的语境和交际需要而变化。 |
| 英文摘要: |
| Researches of teachers' discourse and identity construction in English mini-video lessons are helpful for the development of the education based on mini teaching videos in the new media age. In this article, the features and usage of engagement are analyzed under the Appraisal System of the systemic functional linguistics, with teachers' discourse regarded as specific allocation of engagement resources. It is discovered that engagement is mainly realized with "contain" in English mini-video lessons, constructing the teacher's authority and negotiation identities which are dynamic and change according to the context and communication. |
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