Functional Turn and Meaning Construction: Theoretical Contributions and Practical Im­plications of Halliday’s Language and Education

Journal of Language Situation and Language Service (ISSN 3078-3755) 

JLSLS, Vol.1, No.1,2025, pp.136-140

功能转向与意义建构

——韩礼德《语言与教育》的理论贡献与实践启示

宋    迪（Song Di）[1]

摘要：《语言与教育》基于韩礼德的系统功能语言学理论框架，系统阐释了语言教育的社会实践本质及其跨学科价值。语言不仅是交际工具，更是构建社会意义的资源，其教育实践需突破传统形式化语言学桎梏，转向功能导向的适用语言学范式。通过母语教育中的“意义潜势”理论、二语习得的“再社会化”模型、多语社会的功能规划理论及教育语言学的“意义建构科学”定位，构建了贯穿个体发展与社会文化维度的分析体系。语言教育应注重语境适应性，通过语域敏感度培养、跨文化语码转换机制构建及学科语言特征解析，实现从工具性技能训练到意义资源创生的范式转型。该理论为破解全球化语境下的多语冲突、语言生态失衡及教育异化问题提供新路径，尤其对汉语教育突破印欧语框架束缚、培育文化协商能力具有启示意义。著作最终指向“语言育人”的哲学愿景，强调语言学习应成为个体参与社会变革、实现意义共创的主体性实践。

关键词：韩礼德；语言教育；教育语言学；《语言与教育》

Title: Functional Turn and Meaning Construction: Theoretical Contributions and Practical Im­plications of Halliday’s Language and Education

Abstract: Language and Education, grounded in Halliday’s systemic functional linguistics framework, systematically elucidates the sociopractical essence and interdisciplinary signifi­cance of language education. Language is not merely a communicative instrument but a re­source for constructing social meaning, necessitating a shift in pedagogical practices from tra­ditional formal linguistics toward a functionally oriented “appliable linguistics” paradigm. By synthesizing theories such as “meaning potential” in mother-tongue education, the “resociali­zation” model in second-language acquisition, functional planning in multilingual societies, and the conceptualization of educational linguistics as a “science of meaning construction”, the work establishes an analytical framework integrating individual development and sociocultural dimensions. Emphasizing contextual adaptability, language education should advance from instrumental skill training to meaning-resource generation through register sensitivity cultiva­tion, cross-cultural code-switching mechanisms, and disciplinary language analysis. This theo­ry offers innovative solutions to global challenges,

including multilingual conflicts, linguistic ecological imbalances, and educational alienation, while illuminating pathways for Chinese language education to transcend Indo-European linguistic constraints and foster cultural nego­tiation capacities. The work culminates in a philosophical vision of “educating through lan­guage”, positing language learning as an agentive practice enabling individuals to engage in social transformation and collaborative meaning-making.

Keywords: Halliday; language education; educational linguistics; Language and Education

[1] 宋迪（Song Di），韩山师范学院文学与新闻传播学院讲师，广州大学人文学院汉语国际教育领域教育博士研究生，研究方向：国际中文教育。电邮：taimountain@163.com。