初中英语教材中指令语的对比研究—— 以人教版和译林版为例
教材指令语是衔接课程标准与课堂实践的微观接口，直接影响教学任务可行性与思维触发度。本文基于言语行为理论，自建7-9年级闭合语料库（2022人教版与译林版），从结构、语用、认知三维度系统对比指令性话语，发现其差异主要表现为：结构层面，人教版以祈使句为主导，疑问式指令丰富，呈现“问— 答— 做”促思路径；译林版倾向“陈述铺垫+ 祈使落实”，提供/ 促成行为占比高，凸显协作与礼貌取向；语用层面，人教版通过“信息索取- 复述”实现教学效率最大化，译林版则借助“提供- 接受”框架营造协商氛围；认知层面，人教版开放问多样，思维层级略高；译林版借情境叙事隐性承载高阶加工。据此提出“陈述搭台— 问题驱动— 动作显著化”编写模型，为教材二次开发提供可操作指标，并指出需扩大语料、对接学习成效以完善循证链条。
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