ABSTRACT

Based on Systemic Functional Linguistics (SFL) informed genre theory, this paper investigates the interplay between narrative and analytical representations of the past in texts used for history-educational purposes. In this paper, it is argued that the role of narrative merits further attention in history genre descriptions. Thirteen history texts, selected from a lower-secondary history-instructional unit about European colonization, are examined. The examination of stages, narrative elements, and the way historical significance is expressed in these texts arrives at a re-calibration of the historical recount genre suggesting four distinct historical recount types with different configurations of a narrative-analytical interplay. The findings have implications for our understanding of the role of narrative elements in history texts, and further for genre-based approaches to instruction that concern reading and writing history texts.

摘要

基于系统功能语言学 (SFL) 的体裁理论，本文研究了用于历史教育目的的文本中过去的叙述和分析表示之间的相互作用。本文认为，叙事的作用在历史体裁描述中值得进一步关注。审查了从关于欧洲殖民的初中历史教学单元中选择的 13 篇历史文本。对阶段、叙事元素以及在这些文本中表达历史意义的方式的考察得出了对历史叙述体裁的重新校准，提出了四种不同的历史叙述类型具有叙事分析相互作用的不同配置。这些发现对我们理解叙事元素在历史文本中的作用有重要意义，并进一步对涉及阅读和写作历史文本的基于体裁的教学方法产生影响。