【摘要】 本研究基于“超语实践”理论，采用历时质性研究方法，以选修外国语言文学专业学术课程“语言测试”的9名硕博研究生撰写的72份课程日志为语料，探究“超语实践”建构学术知识体系的功能、形式及历时特征。研究发现，“超语实践”功能包括概念、命题、例证、应用和评价建构，形式为中英文混合和图像。历时特征表现为课程理论阶段以命题、概念和评价建构为主，应用阶段则以命题、应用和评价建构为主，而中英文混合始终是最常采用的形式。本研究提出基于过程的“超语实践”建构学术知识体系框架，为学术课程设计和学生的学术知识体系建构提供了路径参考。更多还原

【Abstract】 Drawing on the translanguaging theory,this longitudinal qualitative study examines the functions,forms,and diachronic changes of translanguaging in the development of an academic knowledge system. Our investigation centers on 72 course journals authored by 9 M.A. and Ph.D. candidates participating in the academic course Language Assessment of Foreign Languages and Literature. Research findings reveal that translanguaging serves various functions,including concept construction,proposition construction,example construction,application construction,and evaluation construction. These functions are manifested in a mixture of Chinese and English written texts as well as images. The two stages of the course focus on translanguaging construction. The theoretical stage of the course focuses on construction within the gamut of proposition-concept-evaluation,the application stage on a gamut of proposition-application-evaluation. Notably,a mixture of Chinese and English written texts always remains the dominant form. This study proposes a process-based framework for the construction of an academic knowledge system via translanguaging. It is expected that the framework may serve as a guide for curriculum design for academic courses and academic knowledge systems construction.更多还原