外语课堂话语研究重视互动,对教师讲解关注不够,而教师讲解是学生语言输入的重要来源。本文结合系统功能语言学和合法化语码理论,从跨学科视角探究教师讲解语义发展。首先,在系统功能语言学框架内,基于语法层,揭示教师讲解所呈现的语义模式类型。然后,从合法化语码理论语义引力概念出发,描述语义模式在时间轴上的展开方式。最后,结合相关研究成果,讨论教师讲解语义发展对学生理解课文和构建各类知识可能带来的影响。

Most studies of EFL classroom discourse focus on interaction. Teacher monologue, however, has received scant attention, despite its important role in providing students with input. This study investigates semantic development in teacher monologue. The approach is transdisciplinary, jointly employing Systemic Functional Linguistics (SFL)and Legitimation Code Theory (LCT). Semantic development is first analysed in terms of semantic patterns revealed by grammatical choices within the framework of SFL. Next, the concept of semantic gravity in LCT is referred to for the display of how the semantic patterns unfold over time. Finally, based on relevant studies, the article discusses possible influences of semantic development in teacher monologue on students’ comprehension of texts and construction of knowledge.