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本研究以我国西北某高校7个平行班级一个教学单元的课堂话语作为语料，采用基于句子嵌入的分类模型，从宏观和微观的角度对我国高校英语教师课堂话语中的母语使用进行功能分类，试图揭示其中的母语使用机制。结果发现，从宏观上看，课堂话语中的母语主要用于“后勤活动”与“核心活动”，在“核心活动”中使用母语助力知识构建，减轻认知负担；从微观上看，母语促进氛围营造，提供情感支持。本研究的发现与超语实践理论的解释一致，即应该允许教师和学生在课堂中灵活调用全部语言资源，而不是限制在一种语言内。母语的适度使用，尤其是在解释复杂语法、抽象概念或文化背景时，可以提高教学效率。
Abstract：This study draws on the classroom discourse of one intensive reading unit-taught across seven parallel classes at a northwestern Chinese university-as its corpus. Employing a sentence embedding classification model, we functionally categorize all instances of first language(L1)use in EFL teachers' talk from both macro and micro-perspectives, with the aim of elucidating the mechanisms underlying L1 deployment in Chinese university English classrooms. Macrolevel analysis reveals that L1 is predominantly employed in “logistical references”(eg classroom management and organization) and “core references”(eg vocabulary and grammar teaching, corrective feedback), together accounting for approximately 93.1% of all L1 occurrences. Micro-level inspection shows that, within logistical references, L1 chiefly serves to cultivate classroom atmosphere and provide emotional support, whereas, within core references,L1 facilitates knowledge construction and reduces learners' cognitive load. These findings align with translanguaging theory, suggesting that teachers and students should flexibly draw on their full linguistic repertoire rather than constrain interaction to a single language. Adequate and flexible use of L1-particularly when clarifying complex grammar, abstract concepts,or cultural background-can enhance classroom e f ciency without undermining L2 immersion.
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基本信息:
DOI：10.13564/j.cnki.issn.1672-9382.2025.04.003
中图分类号:H319.3
引用信息:
[1]吴诗玉,赵文阳.我国高校英语教师课堂话语中的母语使用机制——基于自然语言处理技术的证据[J].中国外语,2025,22(04):68-76.DOI:10.13564/j.cnki.issn.1672-9382.2025.04.003.
基金信息:
(1)本文系国家社科基金项目“基于文本挖掘的外语教师课堂话语促学机制研究”（编号：22BYY096）的阶段性成果