IRF 课堂话语结构研究的新进展 ——基于70 项研究的文献回顾

New Progress of Researches on IRF Classroom Discourse Pattern: Based on Literature Review of 70 Study Cases

IRF（启动—回应—反馈）结构是课堂话语研究的重要发现和议题之一。自1975 年辛克莱尔和 库尔萨德发现课堂话语的这种现象至今，研究者们围绕IRF 结构的争论一直持续至今。基于70 项围绕课堂话 语IRF 结构的新近研究的文献回顾，本研究发现：目前IRF 课堂话语结构研究有显著的学科倾向，考察对象多 为第二语言课堂；IRF 课堂话语结构研究在研究问题、语料搜集和数据分析上有明显的自然主义和描述取向； IRF 框架是课堂话语分析的有效工具；当前研究对IRF 课堂话语结构产生了新的认识。

IRF (Initiation-Response-Feedback) pattern was one of the most significant findings and issues of classroom discourse study. Since Sinclair， J. and Coulthard， M. (1975) discovered this phenomenon in classroom discourses， researchers have kept arguing and discussing on IRF pattern till now. Based on the literature review of 70 recent study cases focusing on IRF classroom discourse pattern， this research synthesis found that paying more attention to second language classrooms， current IRF classroom discourse pattern researches showed a significant subject bias; in terms of question posing， corpus collecting and data analysing， IRF classroom discourse researches showed naturalistic and descriptive orientation; IRF framework was becoming effective tools to classroom discourse analysis; and new understanding of IRF classroom discourse pattern was generated from current researches.