其他
高引论文｜国内外“互动语言学”研究TOP1—100
2024-07-01
后台回复“高引论文第26期”
可获取完整名单
以下排名和筛选依据“中国知网”引用数据
截止于2024年6月29日
国内高引论文（第26期）
TOP 1
互动语言学与互动视角的汉语研究被引频次 295
方 梅 ，中国社会科学院语言研究所李先银 ，北京语言大学语言科学院谢心阳 ，上海财经大学国际文化交流学院摘 要 语言在本质上具有互动性,而互动语言学是基于互动行为的语言研究。互动语言学特别重视对自然口语的研究,将语法视为互动资源并在交际互动中被塑造,强调要将语言研究置于社会互动之中。本文主要从句法选择、形式验证、会话序列、韵律和多模态研究等方面介绍了当今互动语言学的基本研究课题及新进展,简要回顾了互动视角的汉语研究。文章指出,互动语言学的理论和方法以及基于用法的研究,将会更好地揭示汉语的特点。TOP 2
从互动交际的视角看让步类同语式评价立场的表达被引频次 178乐耀，中国社会科学院语言研究所摘 要 文章考察了让步类同语式(如"这双鞋好是好,可就是太贵了")在不同的会话序列结构中是如何表达主观评价立场的。厘清了在交际互动中,会话行为和表达该会话行为的语言形式之间的相应关系。通过分析让步类同语式在会话中表达评价立场的各种形式,总结了该结构在互动中表达评价立场时所遵循的总体原则,即先扬后抑;揭示了同语结构与会话结构之间的关联,即让步类同语式通常出现在表达相反话语立场的接话话轮中;阐明了同语结构立场表达的互动属性。
TOP 3
互动语言学的发展历程及其前景
被引频次 155
林大津，福建福州福建师范大学外国语学院谢朝群，福建福州福建师范大学外国语学院摘 要 二十世纪的语言研究在很大程度上是静态和不自然的,很多研究者经常自己杜撰语料来解释现实生活中的语言现象,把关注的重点放在书面语,对口语的研究却不甚关心。近十几年得到长足发展的互动语言学反对使用杜撰的语料,强调使用自然出现的口语语料,注重考察语言结构及其运用模式与互动交流是如何相互影响,并为互动参与者在真实、情景化的日常交往当中完成互动与交流做出贡献。它充分吸收了功能语言学、会话分析以及人类语言学的优秀理论资源及其科学的分析方法,强调语言的意义是在人与人之间的互动交流过程当中出现并不断发生变化的。互动语言学对汉语语法研究具有极其重要的启示作用。
TOP 4
互动语言学研究的重要课题——会话交际的基本单位
被引频次 114
乐耀，中国社会科学院语言研究所摘 要 会话交际基本单位的研究是互动语言学研究的重要课题之一。从Sacks等(1974)算起至今已经40多年。文章首先介绍了互动语言学研究范式的背景、该课题研究的重要性;然后以研究方法为纲,客观地介绍了国外该课题40年间的重要研究成果,并从研究理念上总结了已有成果的共性和差异,并对相关研究做了较为公允地评价。文章回顾了汉语的相关研究,指出了从互动视角讨论汉语交际的基本单位这一研究思想在前辈学者的论述中早已有所体现,但并未得到应有的重视。文章最后对未来的研究提出了一些展望。
TOP 5
互动语言学理论映照下对外汉语教学语法系统新构想被引频次 63李先银，北京语言大学语言科学院摘 要 互动语言学"语言是使用"的思想与语言教学的"交际至上"的目标高度契合,本文在回顾和反思对外汉语语法现状后,在互动语言学理论的映照下,提出对外汉语语法教学系统的新构想,这个构想包括以下方面:在指导思想上秉持"基于使用的语法理念",在语法内容上坚持"大语法"观,在语法体系的编制上提出"以行为/活动为纲"的组织架构,在语法条目的解释上提出"场景化"的语法阐释,在语法教学实践上提倡"情景化"的语法教学。
TOP 6
多模态互动与汉语多模态互动研究
被引频次 53
李晓婷，加拿大阿尔伯塔大学东亚系摘 要 人类互动是多模态的。多模态互动既指互动的多模态性,也指通过对构成互动的多模态资源的全面考察来研究人类互动的一个研究领域。这些多模态资源包括词汇句法、韵律、身体活动、环境中的结构物体等。本文从会话分析和互动语言学角度介绍了多模态互动理论背景、多模态互动主要研究课题、汉语多模态互动研究现状以及多模态互动研究发展前景。本文指出多模态互动是互动语言学的新发展。对汉语互动进行多模态研究前景广阔。
TOP 7
语言学的问题意识、话语转向及学科问题
被引频次 36
李宇明，北京语言大学;北京语言大学语言资源高精尖创新中心摘 要 文章从语言研究的问题意识、研究语言的真实存在状态、语言学的学科问题等三个维度,试着对70年来中国语言学的发展做一小结。第一,古代语言研究的问题来自于经学,清末以来问题来自于社会语言规划和教育两大领域。改革开放之后,语言学界多把学术眼光聚焦于国外,聚焦于学科内部,相对忽视语言生活的"本源问题",而"本源问题"是推动学术进步的本源动力。第二,语言的真实存在状态是话语,而索绪尔以来的传统是研究语言结构,相对轻视话语。话语功能语言学(话语分析)和互动语言学的兴起,推动着语言学的"话语转向"。以"本体研究"为本的中国语言学,以语言结构研究为学术基点,应尽快转向以话语研究为学术基点。第三,语言学早已成为科学,但学科设置仍处在语文学阶段,为语种所分割,与文学相纠缠。这种"蜂巢"般的碎片格局,严重妨碍了语言学共同体的形成和现代语言学人才的培养,难以整合其他学科的语言研究成果而形成"大语言学"的知识体系,限制了语言学的学科辐射作用和社会辐射作用。在总结70年中国语言学发展之时,必须认真考虑语言研究的"本源问题"、话语转向问题和学科设置及知识体系整合的问题。
TOP 8
跨文化交际、话语分析与互动社会语言学被引频次 32
孙咏梅，北京师范大学摘 要 互动社会语言学把多样性的研究置于日常话语中,并通过对话语及其背景因素的详尽分析,了解其中折射的当地信仰和价值体系的信息,弥合了跨文化交际的宏观研究和话语分析的微观研究之间的研究裂隙。本文先对跨文化交际和话语分析的研究理念作简要评述,然后分析把文化和语言多样性的宏观研究和微观研究结合起来的必要性,最后介绍互动社会语言学对宏观研究和微观研究的有效整合及整合的具体方法。
TOP 9
自然会话中“对吧”的互动功能
被引频次 31
田咪 姚双云，华中师范大学语言与语言教育研究中心摘 要 本文从互动语言学视角考察自然口语中"对吧"的互动功能,并探讨话轮序列位置、认知状态等因素对互动功能的影响。在互动交际中"对吧"兼具疑问格式和话语标记双重用法。其互动功能为:请求证实、寻求认同、确认信息、衔接话题和回应反馈。研究表明,"对吧"的互动功能对序列位置具有敏感性,并受到交际双方认识状态的影响。
TOP 10
汉语对话中的句法合作共建现象初探
被引频次 30
关越，中国社会科学院大学研究生院方梅，中国社会科学院语言研究所摘 要 本文讨论了汉语自然口语对话中句法的合作共建的现象。文章指出,在日常口语对话中,一个句法结构上完整的语句可以由不同说话人说出的相邻话轮共同构建。说话人产出的话语,能够对于尚未产出的话语形式产生投射,这种投射是句法合作共建的基础。通过对汉语对话中句法合作共建现象的初步观察,说明了合作共建单句、合作共建复句的话轮形式,并通过后续话轮验证描述了言者交际意图是如何在谈话进程中对合作共建产生影响的。
\ 作者分析 /
以100篇论文的所有作者为数据，高引作者（筛选）如下：
\ 单位分析 /
\ 篇名分析 /
\关键词分析 /
\ 期刊分析 /
后台回复“高引论文第26期”
可获取完整名单
以下排名和筛选依据“SSCI”引用数据
仅选Web of Science核心合集
截止于2024年6月29日
国外高引论文（第26期）
TOP 1
Identity and interaction: a sociocultural linguistic approach
Cited frequency 1609
Bucholtz M,University of California Santa Barbara Hall K,University of Colorado BoulderAbstract The article proposes a framework for the analysis of identity as produced in linguistic interaction, based on the following principles: (1) identity is the product rather than the source of linguistic and other semiotic practices and therefore is a social and cultural rather than primarily internal psychological phenomenon; (2) identities encompass macro-level demographic categories, temporary and interactionally specific stances and participant roles, and local, ethnographically emergent cultural positions; (3) identities may be linguistically indexed through labels, implicatures, stances, styles, or linguistic structures and systems; (4) identities are relationally constructed through several, often overlapping, aspects of the relationship between self and other, including similarity/difference, genuineness/artifice and authority/ delegitimacy; and (5) identity may be in part intentional, in part habitual and less than fully conscious, in part an outcome of interactional negotiation, in part a construct of others' perceptions and representations, and in part an outcome of larger ideological processes and structures. The principles are illustrated through examination of a variety of linguistic interactions.TOP 2
Pauses, gaps and overlaps in conversations
Cited frequency 265
Heldner Mattias, Stockholm UniversityEdlund Jens, KTH Royal Institute of TechnologyAbstract This paper explores durational aspects of pauses gaps and overlaps in three different conversational corpora with a view to challenge claims about precision timing in turn-taking Distributions of pause gap and overlap durations in conversations are presented and methodological issues regarding the statistical treatment of such distributions are discussed The results are related to published minimal response times for spoken utterances and thresholds for detection of acoustic silences in speech It is shown that turn-taking is generally less precise than is often claimed by researchers in the field of conversation analysis or interactional linguistics These results are discussed in the light of their implications for models of timing in turn-taking and for interaction control models in speech technology In particular it is argued that the proportion of speaker changes that could potentially be triggered by information immediately preceding the speaker change is large enough for reactive interaction controls models to be viable in speech technology (C) 2010 Elsevier Ltd All rights reservedTOP 3
The discursive co-construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream
Cited frequency 233
Duff, PA，University of British ColumbiaAbstract This article describes the ethnography of communication as a viable, context and culture-sensitive method for conducting research on classroom discourse. I first provide an overview of the method and its role in applied linguistics research and then present a study of discourse in mainstream high school classes with a large proportion of students who speak English as a second language. Drawing on social constructivist views of language learning and socialization that recognize the role of participation in language-mediated activities in people's development as fully competent members of sociocultural groups, I examine the macro- and micro-level contexts of communication within one content-area course. I focus on the discourse and interactional features associated with teacher-led whole-class discussions, examining the sequential organization of talk, including turn-taking and other features of participation, and explicit and implicit references to cultural identity and difference. The paper reveals the contradictions and tensions in classroom discourse and in a teacher's attempts to foster respect for cultural identity and difference in a linguistically and socioculturally-heterogeneous discourse community. I conclude with a poststructural commentary on the ethnography of communication.TOP 4
Neo-hymesian linguistic ethnography in the United Kingdom
Cited frequency 197
Rampton Ben，King's College LondonAbstract This paper describes the development of `linguistic ethnography' in Britain over the last 5-15 years. British anthropology tends to overlook language, and instead, the U.K. Linguistic Ethnography Forum (LEF) has emerged from socio- and applied linguistics, bringing together a number of formative traditions (inter alia, Interactional Sociolinguistics, New Literacy Studies and Critical Discourse Analysis). The career paths and the institutional positions of LEF participants make their ethnography more a matter of getting analytic distance on what's close-at-hand than a process of getting familiar with the strange. When linked with post-structuralism more generally, this 'from-inside-outwards' trajectory produces analytic sensibilities tuned to discourse analysis as a method, doubtful about 'comprehensive' and 'exotic' ethnography, and well disposed to practical/political intervention. LE sits comfortably in the much broader shift from mono- to inter-disciplinarity in British higher education, though the inter-disciplinary environment makes it hard to take the relationship between linguistics and ethnography for granted.
TOP 5
The construction of units in conversational talk
Cited frequency 183
Selting M ，University of PotsdamAbstract The notion of Turn-Constructional Unit (TCU) in Conversation Analysis has become unclear for many researchers. The underlying problems inherent in the definition of this notion are here identified, and a possible solution is suggested. This amounts to separating more clearly the notions of TCU and Transition Relevance Place (TRP). In this view, the TCU is defined as the smallest interactionally relevant complete linguistic unit, in a given context, that is constructed with syntactic and prosodic resources within their semantic, pragmatic, activity-type-specific, and sequential conversational context. It ends in a TRP unless particular linguistic and interactional resources are used to project and postpone the TRP to the end of a larger multi-unit turn. This suggestion tries to spell out some of the assumptions that the seminal work in CA made in principle, but never formulated explicitly. (Conversation Analysis, turn construction, utterance design, linguistic resources in interaction, interactional linguistics.)*
TOP 6
Metadiscourse: What is it and where is it going?
Cited frequency 146
Abstract Metadiscourse - the ways in which writers and speakers interact through their use of language with readers and listeners is a widely used term in current discourse analysis, pragmatics and language teaching. This interest has grown up over the past 40 years driven by a dual purpose. The first is a desire to understand the relationship between language and its contexts of use, That is, how individuals use language to orient to and interpret particular communicative situations, and especially how they draw on their understandings of these to make their intended meanings clear to their interlocutors. The second is to employ this knowledge in the service of language and literacy education. But while many researchers and teachers find it to be a conceptually rich and analytically powerful idea, it is not without difficulties of definition, categorisation and analysis. In this paper I explore the strengths and shortcomings of the concept and map its influence and directions through a state of the art analysis of the main online academic databases and current published research. (C) 2017 Elsevier B.V. All rights reserved.
TOP 7
Interactional metadiscourse in research article abstracts
Cited frequency 131
Gillaerts Paul, KU Leuven
Abstract This paper deals with interpersonality in research article abstracts analysed in terms of interactional metadiscourse. The evolution in the distribution of three prominent interactional markers comprised in Hyland's (2005a) model, viz, hedges, boosters and attitude markers, is investigated in three decades of abstract writing in the field of applied linguistics in the broad sense. On the basis of a quantitative corpus survey of abstracts in Journal of Pragmatics, two major points are made. One is that the distribution of hedges, boosters and attitude markers in abstracts, when compared with their distribution in research articles, supports the idea that abstracts are not just pale reflections of the full-length articles, but rather have a specific make-up, which can plausibly be linked to their function. The second point is that the use of interactional metadiscourse in abstracts has undergone interesting changes in the course of the past 30 years. On the whole, the degree of interpersonality realised by hedges, boosters and attitude markers diminishes over time, though notable differences exist with regard to the subcategories in the interactional domain. In the discussion section, we try to arrive at an explanation for the changes that have occurred, taking genre, discourse community, research practice and rhetoric strategy into account. (C) 2010 Elsevier Ltd. All rights reserved.
TOP 8
The lingua franca factor
Cited frequency 92
Firth Alan,Newcastle University
Abstract This article explores the question of whether there is anything peculiar-linguistically, discursively, and interactionally-about English as a lingua franca. Is there, in other words, a lingua franca factor at play? If as some have speculated, this is indeed the case, in uncovering unique features of English as a lingua franca, we can hope to produce detailed descriptions and pedagogical materials that will further bolster the status of English as a lingua franca within Applied Linguistics, that will enhance our understanding of matters relating to multilingualism, multicompetence, additional language learning, intercultural communication, and spoken interaction. The article contends that there is a lingua franca factor, but argues that it resides not in the language or discourse forms produced, but in two other spheres, one being entailment, the other in metatheory. Entailment concerns the inherent interactional and linguistic variability that lingua franca interactions entail. Metatheory refers to theoretical underpinnings and dispositions brought about by adopting a lingua franca outlook on language.
TOP 9
AFFECTIVITY IN CONVERSATIONAL STORYTELLING: AN ANALYSIS OF DISPLAYS OF ANGER OR INDIGNATION IN COMPLAINT STORIES
Cited frequency 90
Selting Margret，University of PotsdamAbstract This paper reports on some recent work on affectivity, or emotive involvement, in conversational storytelling. After presenting the approach, some case studies of the display and management of affectivity in storytelling in telephone and face-to-face conversations are presented. The analysis reconstructs the display and handling of affectivity by both storyteller and story recipient. In particular, I describe the following kinds of resources: the verbal and segmental display: Rhetorical, lexico-semantic, syntactic, phonetic-phonological resources; the prosodic and suprasegmentalvocal display: Resources from the realms of prosody and voice quality; visual or multimodal resources from the realms of body posture and its changes, head movements, gaze, and hand movements and gestures. It is shown that the display of affectivity is organized in orderly ways in sequences of storytelling in conversation. I reconstruct (a) how verbal, vocal and visual cues are deployed in co-occurrence in order to make affectivity in general and specific affects in particular interpretable for the recipient and (b) how in turn the recipient responds and takes up the displayed affect. As a result, affectivity is shown to be managed by teller and recipient in storytelling sequences in conversation, involving both the reporting of affects from the story world as well as the negotiation of in-situ affects in the here-and-now of the storytelling situation.
TOP 10
A pragmatic approach to the macro-structure and metadiscoursal features of research article introductions in the field of Agricultural Sciences
Cited frequency 85
\ 作者分析 /
以100篇论文的所有作者为数据，高引作者（筛选）如下：
Selting Margret，Hu Guangwei，Keevallik Leelo，Raymond Chase Wesley，Jiang Feng，Kevin，Hyland Ken，Deppermann Arnulf，Hall Joan Kelly，Kasper Gabriele，Mondada Lorenza，Thomas Ebony Elizabeth,Walsh Steve,Keeffe Anne,Keevallik Leelo等。
\ 单位分析 /
\ 篇名分析 /
\关键词分析 /
\ 期刊分析 /
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