关键词: 合法化符码理论; 语义重力; 学习者符码; 知识符码; 课堂研究

Abstract:

This study applies Legitimation Code Theory to the investigation of the patterns of interactions between teachers and students in three college classes: Marxism International Relations Theory (Class A), Deutsch (Class B) and English Intensive Reading (Class C). Analysis and discussions are based on the semantic gravity exhibited through the question-and-answer discourses between teacher, and students. In Class A and Class B, there are no gravity variation in the question-and-answer discourses between the teacher and the students, due to the questions themselves raised by the teacher and the answers bounded in the semantic context; while in class C, there are gravity changes in different stages of dialogue between the teacher and students. This research points to the importance of applying the appropriate teaching method matching both knower code and knowledge code. By extending the classes into different specialization areas, and makes comparison between them, this research enhances the dialogue and connection across various disciplinary fields of learning and provides opportunities in investigating the underlying patterns across various disciplinary fields. This research also argues for an active role of English class in providing a cultivated gaze for the knowers through accumulative learning.

Keywords: LCT; semantic gravity; knower code; knowledge code; classroom research