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

摘要：

学界对于英语课堂的关注和研究由来已久,聚焦在教师主体、学生主体、教师语言与文化认同、教学互动等各个方面。本文从知识社会学的新理论——合法化符码理论出发,通过课堂观察,对三种课型的提问和回答环节进行了语义重力分析,试图辨析和厘清课堂观察和研究中的一些问题。特别对英语课在提高人文素养方面发挥的独特优势、英语课堂教学中启发式互动对于知识积累的效用以及提问和回答这一教学环节的设计进行了利弊辨析,提出了注重知识符码的一些思考。

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