语篇衔接理论在高中英语听力教学中的应用
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摘要
作为学生学习一门外语所必须掌握的四大基本语言技能之一和人们日常生活中交际的一种重要手段,听力理解技能一直是外语教学关注的焦点。国内外很多专家和学者已经对听力教学做了一些成功的尝试,取得了不少教学成果。本研究从另一个全新的角度来探讨听力教学,即将语篇理论中的衔接手段运用于高中英语听力教学中,从而发展和培养学生的听力技能,提高他们的听力水平。
首先,针对高中英语教学中学生在听力理解部分感觉困难较大这一问题,笔者认为其中一个很重要的原因就是缺乏足够的语篇衔接知识,故提出本文研究问题:如何将语篇知识中的衔接理论运用到高中英语的听力教学中。本文旨在通过对这一课题研究培养学生的篇章整体听力技巧,提高学生听力能力,来满足新一轮的课程改革和高考对学生听力能力的要求。在文中,笔者对听力理解的定义、特征、实质和其三种模式进行了阐述,且谈到了国内外学者对语篇衔接知识的论述;接着,笔者参照高中英语新课程标准对高中学生英语听力能力的要求,对高中英语听力教学的现状中出现的一些问题进行了分析。针对这些问题,笔者将语篇衔接理论运用在高中英语听力教学中,这一部分是本文的重点。本章主要从两大方面来论述:形式衔接和意义衔接。在形式衔接里,又分为语音手段,语法手段和词汇手段。语音手段主要是通过语调和重音起到衔接的作用,据此判断说话者所给出的信息的含义;语法手段主要是通过指称、替代和省略的形式来表现;词汇手段则通过连接、重复、同义、概括词、搭配等手段使语义连贯。而意义衔接主要是从词句和体裁两方面来论述。对于带有语体色彩的词句,要运用背景知识,或者推断会话之间的逻辑联系,或者根据词的上下义关系、根据词所形成的同一语义场进行分析和判断;关于体裁,不同的体裁有不同的宏观结构特点和写法。听力材料里的篇章主要有记叙文、说明文和论说文三种体裁。听者在叙述、说明和论证事物时遵循一定的语言规则,可以借助语体特征和句子套路来理解语篇。最后,笔者发现将语篇的衔接知识理论运用于实际英语听力教学中,是行之有效且效果显著的。
经笔者教学实践证明:如果在听力教学过程中,教师让学生具备一定的衔接知识,熟识了解相关的篇章结构,注意运用语篇的衔接知识去综合理解语义,抓关键词,在很大程度上有助于学生提高听力水平。
As one of the four basic linguistic techniques a foreign-language learner should acquire and one of the important means of daily communication,comprehensive reading has been a focus for foreign language teaching.A great many experts and scholars at home and abroad have experimented a lot on it,resulting in many great achievements. This thesis intends to explore listening teaching from a completely new angle:the application of cohesive devices in discourse to the practical high school English listening teaching.
At the beginning of the thesis,the author mentioned the problem that the majority of students have great trouble in listening comprehension.One of the main reasons is that they lack sufficient knowledge on cohesive devices in discourse or text.Therefore,the topic came into the author's mind.This thesis is to help cultivate students' discourse listening techniques and improve their listening ability.Furthermore,it is to meet the challenge of a new round curriculum reform and the demands the College Entrance Examination requires high school students to achieve in listening ability.In this paper, the author talked about the definition,characteristics,substance,three models of listening comprehension and some scholars' views on cohesive devices in discourse.In chapterⅢ, the author proposed the requirements of new high school English curriculum standards for the students listening ability,and then talked about some factors and problems that influence students' listening.In order to solve the problems,in the following chapter,the author mainly focuses on the application of cohesive devices in discourse to the practical high school English listening teaching.This part is primarily stated from two aspects: formal cohesion and semantic cohesion.In formal cohesion,it is divided into sound, grammar and vocabulary means.Sound means plays the role of cohesion through intonation and stress;grammar means through reference,substitution,ellipsis and conjunction,and vocabulary means through repetition,synonymy,hyponymy and collocation.However,semantic cohesion is presented from words and genre.As for words with different styles,students may make use of background information or predict the logic connection among conversations beforehand or try to analyze them according to hyponymy.To genre,different genres have different macro structures characteristics. Listening materials mainly cover narration,description and argumentation.Listeners understand texts by learning different styles and obeying some language rules.At the end of the thesis,the writer found it effective to apply cohesive devices to practical listening teaching.
After a lot of listening teaching practice,the author wants to show that it may be of great help to improve students' listening skills if teachers equip them with the knowledge of cohesive devices and tell them how to analyze the structures or how to tell the styles of texts in the course of listening teaching.
首先,针对高中英语教学中学生在听力理解部分感觉困难较大这一问题,笔者认为其中一个很重要的原因就是缺乏足够的语篇衔接知识,故提出本文研究问题:如何将语篇知识中的衔接理论运用到高中英语的听力教学中。本文旨在通过对这一课题研究培养学生的篇章整体听力技巧,提高学生听力能力,来满足新一轮的课程改革和高考对学生听力能力的要求。在文中,笔者对听力理解的定义、特征、实质和其三种模式进行了阐述,且谈到了国内外学者对语篇衔接知识的论述;接着,笔者参照高中英语新课程标准对高中学生英语听力能力的要求,对高中英语听力教学的现状中出现的一些问题进行了分析。针对这些问题,笔者将语篇衔接理论运用在高中英语听力教学中,这一部分是本文的重点。本章主要从两大方面来论述:形式衔接和意义衔接。在形式衔接里,又分为语音手段,语法手段和词汇手段。语音手段主要是通过语调和重音起到衔接的作用,据此判断说话者所给出的信息的含义;语法手段主要是通过指称、替代和省略的形式来表现;词汇手段则通过连接、重复、同义、概括词、搭配等手段使语义连贯。而意义衔接主要是从词句和体裁两方面来论述。对于带有语体色彩的词句,要运用背景知识,或者推断会话之间的逻辑联系,或者根据词的上下义关系、根据词所形成的同一语义场进行分析和判断;关于体裁,不同的体裁有不同的宏观结构特点和写法。听力材料里的篇章主要有记叙文、说明文和论说文三种体裁。听者在叙述、说明和论证事物时遵循一定的语言规则,可以借助语体特征和句子套路来理解语篇。最后,笔者发现将语篇的衔接知识理论运用于实际英语听力教学中,是行之有效且效果显著的。
经笔者教学实践证明:如果在听力教学过程中,教师让学生具备一定的衔接知识,熟识了解相关的篇章结构,注意运用语篇的衔接知识去综合理解语义,抓关键词,在很大程度上有助于学生提高听力水平。
As one of the four basic linguistic techniques a foreign-language learner should acquire and one of the important means of daily communication,comprehensive reading has been a focus for foreign language teaching.A great many experts and scholars at home and abroad have experimented a lot on it,resulting in many great achievements. This thesis intends to explore listening teaching from a completely new angle:the application of cohesive devices in discourse to the practical high school English listening teaching.
At the beginning of the thesis,the author mentioned the problem that the majority of students have great trouble in listening comprehension.One of the main reasons is that they lack sufficient knowledge on cohesive devices in discourse or text.Therefore,the topic came into the author's mind.This thesis is to help cultivate students' discourse listening techniques and improve their listening ability.Furthermore,it is to meet the challenge of a new round curriculum reform and the demands the College Entrance Examination requires high school students to achieve in listening ability.In this paper, the author talked about the definition,characteristics,substance,three models of listening comprehension and some scholars' views on cohesive devices in discourse.In chapterⅢ, the author proposed the requirements of new high school English curriculum standards for the students listening ability,and then talked about some factors and problems that influence students' listening.In order to solve the problems,in the following chapter,the author mainly focuses on the application of cohesive devices in discourse to the practical high school English listening teaching.This part is primarily stated from two aspects: formal cohesion and semantic cohesion.In formal cohesion,it is divided into sound, grammar and vocabulary means.Sound means plays the role of cohesion through intonation and stress;grammar means through reference,substitution,ellipsis and conjunction,and vocabulary means through repetition,synonymy,hyponymy and collocation.However,semantic cohesion is presented from words and genre.As for words with different styles,students may make use of background information or predict the logic connection among conversations beforehand or try to analyze them according to hyponymy.To genre,different genres have different macro structures characteristics. Listening materials mainly cover narration,description and argumentation.Listeners understand texts by learning different styles and obeying some language rules.At the end of the thesis,the writer found it effective to apply cohesive devices to practical listening teaching.
After a lot of listening teaching practice,the author wants to show that it may be of great help to improve students' listening skills if teachers equip them with the knowledge of cohesive devices and tell them how to analyze the structures or how to tell the styles of texts in the course of listening teaching.
引文
Anderson,A.and Lynch,T.Listening.Oxford:Oxford University Press,1988.
Anderson,R.C.& Pearson,P D.A Schema-theoretic View of Basic Processes in Reading Comprehension[M].New York & London Language,1984.
Beaugrande,Robert de.& Wolfgang Dressier.Introduction to Text Linguistics[M].London:Longman,1981.
Brown,G Listening to Spoken English[M].Longman,1977.
Chaudron,C.and Richards,J.C.The effects of discourse markers on the comprehension of lectures.Applied Linguistics.
Clark,H.and Clark,E.Psychology and Language.New York:HBJ,1977.
Godfrey Dewey.Relative Frequency of English Speech Sounds.London:Cambridge Harvard University Press,1923.
Halliday M.A.K.An introduction to Functional Grammar[M].London Edward
Halliday,M.A.K.and Hasan R.Cohesion in English[M].London:Lonman,1976.
Peter A.D.MacCarthy,English Pronounciation.Cambridge:W.Heifer & Sons Ltd.,1956.
Richards,Jack C.The Context of Language Teaching.New York:Cambridge University Press,1985.
Rost,M.Listening in Language Learning[M].Harlow:Longrnan,1990.
程雨民.英语语体学[M].上海:上海外语教育出版社,1989.
何安平.英语篇章语调[M].广州:华南理工人学出版社,1994.
何高大.语篇理论与语篇分析在视听说教学中的运用[J].外语电化教学,1997.
何兆熊,梅德明.现代语言学[M].外语教学与研究出版社,1999.
胡壮麟.语篇的衔接与连贯[M].上海:上海外语教育出版社,1994.
胡壮麟.有关语篇衔接理论多层次模式的思考[J].外国语,1996,(11).
胡壮麟,刘润清,李延福.语言学教程[M].北京:北京大学出版社,1982.
黄国文.语篇分析概要[M].长沙:湖南教育出版社,1988.
李战子.图式与篇章连贯性[J].外语学刊,1990.
刘辰诞.教学篇章语言学[M].上海:上海外语教育出版社,1999.
秦明利,史兴松.对韩礼德哈桑衔接理论的再思索[J].外语学刊.1996年,(3).
孙玉.试论衔接与连贯的来源、本质及其关系[J].外国语,1997.
王伟.英语听力训练中的听力要素与听力障碍[J].解放军外语学院学报,1991,(1).
肖凌猛,黄洪玲.英语听力语篇的连贯与衔接[J].外语电化教学,2002.
徐赳赳.话语分析一十年[J].外语教学与研究,1995,(1).
杨若东.语篇衔接关系的建立与跨文化语篇理解[J].外国语,1997.
张德禄,刘汝山.语篇联贯与衔接理论的发展及应用[M].上海:上海外语教育出版社,2003.
章兼中、俞红珍.英语教育心理学[M].北京:警官教育出版社,1998.
张志华.试用衔接与连贯理论浅析大学英语听力语篇[J].读与写杂志,2007.
朱永生.衔接理论的发展与完善[J].外国语,1995,(3).
朱永生.韩礼德的语篇连贯标准[J].外语教学与研究,1996.
朱永生,郑立信,苗兴伟.英汉语篇衔接手段对比研究[M].上海:上海外语教育出版社,2001.
左焕琪.外语教育展望[M].上海:华东师范大学出版社,2001.
Anderson,R.C.& Pearson,P D.A Schema-theoretic View of Basic Processes in Reading Comprehension[M].New York & London Language,1984.
Beaugrande,Robert de.& Wolfgang Dressier.Introduction to Text Linguistics[M].London:Longman,1981.
Brown,G Listening to Spoken English[M].Longman,1977.
Chaudron,C.and Richards,J.C.The effects of discourse markers on the comprehension of lectures.Applied Linguistics.
Clark,H.and Clark,E.Psychology and Language.New York:HBJ,1977.
Godfrey Dewey.Relative Frequency of English Speech Sounds.London:Cambridge Harvard University Press,1923.
Halliday M.A.K.An introduction to Functional Grammar[M].London Edward
Halliday,M.A.K.and Hasan R.Cohesion in English[M].London:Lonman,1976.
Peter A.D.MacCarthy,English Pronounciation.Cambridge:W.Heifer & Sons Ltd.,1956.
Richards,Jack C.The Context of Language Teaching.New York:Cambridge University Press,1985.
Rost,M.Listening in Language Learning[M].Harlow:Longrnan,1990.
程雨民.英语语体学[M].上海:上海外语教育出版社,1989.
何安平.英语篇章语调[M].广州:华南理工人学出版社,1994.
何高大.语篇理论与语篇分析在视听说教学中的运用[J].外语电化教学,1997.
何兆熊,梅德明.现代语言学[M].外语教学与研究出版社,1999.
胡壮麟.语篇的衔接与连贯[M].上海:上海外语教育出版社,1994.
胡壮麟.有关语篇衔接理论多层次模式的思考[J].外国语,1996,(11).
胡壮麟,刘润清,李延福.语言学教程[M].北京:北京大学出版社,1982.
黄国文.语篇分析概要[M].长沙:湖南教育出版社,1988.
李战子.图式与篇章连贯性[J].外语学刊,1990.
刘辰诞.教学篇章语言学[M].上海:上海外语教育出版社,1999.
秦明利,史兴松.对韩礼德哈桑衔接理论的再思索[J].外语学刊.1996年,(3).
孙玉.试论衔接与连贯的来源、本质及其关系[J].外国语,1997.
王伟.英语听力训练中的听力要素与听力障碍[J].解放军外语学院学报,1991,(1).
肖凌猛,黄洪玲.英语听力语篇的连贯与衔接[J].外语电化教学,2002.
徐赳赳.话语分析一十年[J].外语教学与研究,1995,(1).
杨若东.语篇衔接关系的建立与跨文化语篇理解[J].外国语,1997.
张德禄,刘汝山.语篇联贯与衔接理论的发展及应用[M].上海:上海外语教育出版社,2003.
章兼中、俞红珍.英语教育心理学[M].北京:警官教育出版社,1998.
张志华.试用衔接与连贯理论浅析大学英语听力语篇[J].读与写杂志,2007.
朱永生.衔接理论的发展与完善[J].外国语,1995,(3).
朱永生.韩礼德的语篇连贯标准[J].外语教学与研究,1996.
朱永生,郑立信,苗兴伟.英汉语篇衔接手段对比研究[M].上海:上海外语教育出版社,2001.
左焕琪.外语教育展望[M].上海:华东师范大学出版社,2001.
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