话语与文化密不可分。文化释义存在于话语中,同样,话语也反映了说话者的文化背景与身份。这项研究旨在调查教师课堂语言使用与文化释义的关系,以及课堂话语在何种程度上反映了教师的文化身份。该研究关注两位在一所中国知名大学英语系工作的有经验的教师,采用了三种数据收集的方法:课堂观摩、访谈与刺激性访谈。研究者将课堂录音听写成文字并在此基础上对数据做了微观分析,同时对访谈中收集的数据进行了主题分析。数据分析结果显示教师在课堂上两种语言(英语与中文)不断切换地使用(也被称为语码转换)是一种为了给英语专业的学生提供更多关于中国文学、文化和哲学知识的教学法策略,因为在他们看来,这样的知识并没有被包含在目前的教学大纲中。更重要的是,教师有意识地使用一种跨文化的教学手段为学生建立一个文化对比的框架。他们的课堂话语在很大程度上反映了他们作为中国人的文化身份。在本应说英语的课堂内,他们选择使用中文来展示他们的跨文化教学策略与他们想要提高学生对中国文化认知能力的目的。此项研究的结果与英语语言文学专业在中国的发展历程也息息相关。从20世纪初的人文性,到1950—60年代转变为纯粹的语言技能培训部门,再回到目前提出的回归人文化的思想,中国大学的英语系经历了不同时代不同阶段的变化。因此,该项研究不仅探索了课堂话语与文化的关系,同时也指出:在英语系改革与学科建设的过程中,应注重跨文化地、比较地教学,并教授中国文学、文化、哲学等相关的知识。 Discourse and culture are inseparable. Cultural interpretations exist in discourse. Similarly, discourse also reflects the speaker’s cultural background and identity. The study aimed to investigate the relationship between teacher classroom language use and cultural paraphrase and to what extent classroom discourse reflected the teacher’s cultural identity. The research focuses on two experienced teachers working for a well-known Chinese college English department, using three data collection methods: classroom observation, interviews and stimulating interviews. The researcher dictates the recording in the classroom and makes a micro-analysis of the data on the basis of the analysis. At the same time, the author analyzes the data collected during the interview. The results of the data analysis show that teachers are constantly switching between the two languages ​​(English and Chinese) in the classroom (also known as code-switching) in order to provide English majors more knowledge of Chinese literature, culture and philosophy Pedagogical tactics, because in their view, such knowledge is not included in the current syllabus. More importantly, teachers consciously use a cross-cultural approach to teaching students a framework for cultural contrast. Their classroom discourse reflects to a large extent their cultural identity as Chinese. In English-speaking classrooms, they chose to use Chinese to demonstrate their intercultural teaching strategies and their desire to improve students’ ability to recognize Chinese culture. The result of this research is closely related to the development of English language and literature in China. From the early 20th century humanities to the purely language skills training in the 1950-60s, and back to the current idea of ​​returning to human culture, the English department of Chinese universities has undergone changes in different stages of different periods. Therefore, this research not only explores the relationship between classroom discourse and culture, but also points out that in the process of reform and discipline construction of English department, we should pay attention to teaching cross-culturally and comparatively and teaching Chinese literature, culture and philosophy knowledge.