This study provides two exemplars of how grammatical analysis of language use in elementary science classroom discourse enhances the explication of students’ epistemic process in the language use in that discourse. Methodologically, both practical epistemology analysis (PEA) and discourse register analysis (DRA) from systemic functional linguistics were employed as a combinatory approach. The former was used to construe epistemic process of students’ language use and the latter was to articulate grammatical features of the language use. The exemplary analysis was administered for the discourse data collected at two elementary science classes in South Korea. The exemplars showed that ideational metafunction and its semantic relation analyses in DRA facilitated identifying gaps and relations in PEA, and interpersonal and textual metafunction analyses in DRA supported construing the flow of gap-filling or lingering process in PEA. Analysing students’ language use by PEA combined with DRA can help science teachers find the points where the language use in school science gets epistemological productivity, while it is different from the language game in science disciplines.

中文翻译：

---

实践认识论和话语语域分析解释小学生语言使用的认知过程

本研究提供了两个范例，说明基础科学课堂话语中语言使用的语法分析如何增强学生对该话语中语言使用的认知过程的解释。在方法上，系统功能语言学的实用认识论分析 (PEA) 和话语语域分析 (DRA) 都被用作组合方法。前者用于解释学生语言使用的认知过程，后者用于阐明语言使用的语法特征。示例性分析是针对在韩国的两个基础科学课程中收集的话语数据进行的。示例表明，DRA 中的概念元功能及其语义关系分析有助于识别 PEA 中的差距和关系，DRA 中的人际和文本元功能分析支持解释 PEA 中填补空白或滞留过程的流程。通过PEA结合DRA分析学生的语言使用，可以帮助理科教师找到学校科学中的语言使用获得认识论生产力的点，而这又不同于科学学科中的语言游戏。