论语篇分析在高中英语阅读教学中的应用
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摘要
在外语学习中,阅读对提高语言综合能力的重要性历来得到广泛认同,因此阅读教学一直是英语教学的重要内容,在英语课堂教学中占有重要地位。这不仅是因为它是学生学习英语获得信息的主要渠道,而且也是最有效、最重要的语言输入。它能帮助学生提高自己的语言能力,并在交际中灵活运用。
阅读理解是一种语言与思维的相互作用的复杂过程,也是一种多层次的心理活动,需要调动各种生理器官、知识结构和阅读技能。传统的高中英语阅读教学重在语言知识的培养和积累,其教学以词汇为核心,注重语法讲解。这种教学方式虽然使学生掌握了一定的词汇和语法知识,但对发展学生综合运用英语语言的能力重视不够,忽略了在阅读过程中对语篇的宏观把握,其结果是学生的阅读能力并未真正得到提高。由于高中英语课程的目的是培养学生的语言运用能力,而这一点随着新《普通高中英语课程标准》的颁布实施,也得到了充分的体现。要达到这个目的,英语阅读课的教学必须进行改革,而改革的重点应该放在篇章整体教学方面。究其原因是中学英语新教材的教学内容大多数是以语篇的形式出现,我们几乎找不到孤立的句子。这种丰富的语言材料有利于教师在教学中开展语篇教学,扩展学生的英语语言知识面,逐步培养学生英语语言运用能力。
为了探讨阅读教学的最佳途径,笔者借鉴阅读和语篇分析理论,提出了在高中英语阅读教学中运用语篇分析理论指导阅读课教学,改善英语阅读课课堂教学效果,以使提高学生的英语阅读能力。笔者在高中英语阅读教学中,尝试了语篇分析的教学模式,取得了较好的教学效果。本文从语篇分析理论的角度出发,通过宏观和微观两个方面,探讨了如何通过语篇分析来提高学生英语阅读水平,同时具体介绍了运用语篇分析进行阅读教学的方法,强调充分发挥教师的主导作用和学生的主体作用,主张通过对语篇的文化背景、结构、段落以及字词句的分析,使学生从整体上把握文章的主题。最后笔者通过课堂教学实验来验证语篇分析阅读教学模式对于学生阅读能力的影响,以求证实该教学模式的良好效果。
通过理论研究和实验验证,本文认为:在高中英语阅读教学中,有意识地引导学生利用语篇分析的方法进行阅读教学,有利于提高学生的阅读理解能力和交际水平,最终达到培养学生的英语语言运用能力。
It has been widely acknowledged that reading plays a key role in developing students' linguistic competence. The teaching of reading is supposed to be the most important part of English language learning class. Students learn English and gain information mainly from reading, which provides the most efficient and important channel of linguistic input, and which can help not only to develop students' linguistic competence, but also cultivate their communicative competence. Therefore, it occupies a significant position in the English classroom teaching.
Reading is a complicated process of psycho-linguistic activity and the result of interaction between language and thought. Its comprehension requires cooperation of the reader's related organs, knowledge structure and reading processing strategies skills. The traditional Senior English teaching of reading focused on the cultivation and accumulation of knowledge, and reading class was once said to be centered on vocabulary and grammar, of which the result is the students' lack of discourse knowledge. Such a teaching mode doesn't help our students get good linguistic competence. According to what is clearly stated in the new Curricular Standard of Senior English for China Students, English teaching in Senior school, however, aims at developing the students' integrating skills in using the language. To attain this purpose, the mode of present-day teaching of reading should be reformed, and it should shift its emphasis to the teaching of discourse analysis. As luck would have it, today's Senior English books provide rich linguistic materials for teachers to use the discourse analysis teaching method, which can motivate students and make them more interested in English learning and enrich their knowledge, thus improve students' communicative competence.
In order to find an optimal approach to English reading teaching, this thesis, based on the theories of reading and discourse analysis, airs its views on a mode of the application of this theory to Senior English teaching of reading. It aims at improving the students' ability of reading and the effect of English Language Teaching class and attempts to guide the students in English reading comprehension. As a partial solution to the problem of how to teach reading, the paper deals with from the textual perspective how to apply discourse analysis to the teaching of reading in ELT classroom and discusses what this teaching mode can help us achieve in doing so. Then it addresses my understanding of the mode in teaching practice by analyzing the micro and macro structures of the text. To put it brief, the paper introduces the basic principles and concrete methods of discourse analysis in the teaching of reading, and makes clear the teachers' role as a guide, and the conduct of class as student-centered during the process of teaching of reading. It also holds that through analyzing the structure and background of the text, the students with the help of the teacher can understand the theme of the text. To illustrate the mode in a convincing way, the paper then presents a report of the experiment on the application of discourse analysis in the teaching of reading for Senior students. In the light of the report, the statistics derived from the experiment proves the good effect of the proposed teaching mode.
Finally, the thesis summarizes one of the findings obtained from this study and its related experiment demonstrates that the application of discourse analysis in English teaching of reading can help the Senior students improve their English reading skills as well as their communicative competence.
阅读理解是一种语言与思维的相互作用的复杂过程,也是一种多层次的心理活动,需要调动各种生理器官、知识结构和阅读技能。传统的高中英语阅读教学重在语言知识的培养和积累,其教学以词汇为核心,注重语法讲解。这种教学方式虽然使学生掌握了一定的词汇和语法知识,但对发展学生综合运用英语语言的能力重视不够,忽略了在阅读过程中对语篇的宏观把握,其结果是学生的阅读能力并未真正得到提高。由于高中英语课程的目的是培养学生的语言运用能力,而这一点随着新《普通高中英语课程标准》的颁布实施,也得到了充分的体现。要达到这个目的,英语阅读课的教学必须进行改革,而改革的重点应该放在篇章整体教学方面。究其原因是中学英语新教材的教学内容大多数是以语篇的形式出现,我们几乎找不到孤立的句子。这种丰富的语言材料有利于教师在教学中开展语篇教学,扩展学生的英语语言知识面,逐步培养学生英语语言运用能力。
为了探讨阅读教学的最佳途径,笔者借鉴阅读和语篇分析理论,提出了在高中英语阅读教学中运用语篇分析理论指导阅读课教学,改善英语阅读课课堂教学效果,以使提高学生的英语阅读能力。笔者在高中英语阅读教学中,尝试了语篇分析的教学模式,取得了较好的教学效果。本文从语篇分析理论的角度出发,通过宏观和微观两个方面,探讨了如何通过语篇分析来提高学生英语阅读水平,同时具体介绍了运用语篇分析进行阅读教学的方法,强调充分发挥教师的主导作用和学生的主体作用,主张通过对语篇的文化背景、结构、段落以及字词句的分析,使学生从整体上把握文章的主题。最后笔者通过课堂教学实验来验证语篇分析阅读教学模式对于学生阅读能力的影响,以求证实该教学模式的良好效果。
通过理论研究和实验验证,本文认为:在高中英语阅读教学中,有意识地引导学生利用语篇分析的方法进行阅读教学,有利于提高学生的阅读理解能力和交际水平,最终达到培养学生的英语语言运用能力。
It has been widely acknowledged that reading plays a key role in developing students' linguistic competence. The teaching of reading is supposed to be the most important part of English language learning class. Students learn English and gain information mainly from reading, which provides the most efficient and important channel of linguistic input, and which can help not only to develop students' linguistic competence, but also cultivate their communicative competence. Therefore, it occupies a significant position in the English classroom teaching.
Reading is a complicated process of psycho-linguistic activity and the result of interaction between language and thought. Its comprehension requires cooperation of the reader's related organs, knowledge structure and reading processing strategies skills. The traditional Senior English teaching of reading focused on the cultivation and accumulation of knowledge, and reading class was once said to be centered on vocabulary and grammar, of which the result is the students' lack of discourse knowledge. Such a teaching mode doesn't help our students get good linguistic competence. According to what is clearly stated in the new Curricular Standard of Senior English for China Students, English teaching in Senior school, however, aims at developing the students' integrating skills in using the language. To attain this purpose, the mode of present-day teaching of reading should be reformed, and it should shift its emphasis to the teaching of discourse analysis. As luck would have it, today's Senior English books provide rich linguistic materials for teachers to use the discourse analysis teaching method, which can motivate students and make them more interested in English learning and enrich their knowledge, thus improve students' communicative competence.
In order to find an optimal approach to English reading teaching, this thesis, based on the theories of reading and discourse analysis, airs its views on a mode of the application of this theory to Senior English teaching of reading. It aims at improving the students' ability of reading and the effect of English Language Teaching class and attempts to guide the students in English reading comprehension. As a partial solution to the problem of how to teach reading, the paper deals with from the textual perspective how to apply discourse analysis to the teaching of reading in ELT classroom and discusses what this teaching mode can help us achieve in doing so. Then it addresses my understanding of the mode in teaching practice by analyzing the micro and macro structures of the text. To put it brief, the paper introduces the basic principles and concrete methods of discourse analysis in the teaching of reading, and makes clear the teachers' role as a guide, and the conduct of class as student-centered during the process of teaching of reading. It also holds that through analyzing the structure and background of the text, the students with the help of the teacher can understand the theme of the text. To illustrate the mode in a convincing way, the paper then presents a report of the experiment on the application of discourse analysis in the teaching of reading for Senior students. In the light of the report, the statistics derived from the experiment proves the good effect of the proposed teaching mode.
Finally, the thesis summarizes one of the findings obtained from this study and its related experiment demonstrates that the application of discourse analysis in English teaching of reading can help the Senior students improve their English reading skills as well as their communicative competence.
引文
B.Leech,& Hudson,T.EST reading[A].Ic.e-Murcia(Ed.)Teaching English as Second or Foreign Language[C].New York:Newburg House,1991.
Carrel,Patrice L.et al.Schema Theory and ESL Reading Pedagogy[J].TESOL Quartley,1983,17(4),553-573.
D.Nunan.Discourse Analysis[M].London:Penguin Group,1993.
Goodman,K.S.Reading:A Psycholinguistic Guessing Game[J].Journal of the Reading Specialist,1967,(4):126-135.
Halliday,M.A.K.& Ha.san.Cohesion in English[M].London:Longman Group Iimited,1976.
R.de Beaugrande,and W.Dressler,Introduction to Test Linguistics[M].London:Longrnan,1981.
Widdowson,H.G.Teaching Language as Communication[M].Oxford:Oxford University Press,1978.
曹美蓉.议英语语篇教学策略[J].天津外国语学院学报,2002,(3).
戈玲玲.教学语用学[M].长沙:国防科技大学出版社,2002.
胡春洞,戴忠信.英语阅读论[M].南宁:广西教育出版社,1998.
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.语篇分析在教学中的应用[J].外语教学,2001,(1):3-10.
黄国文.语篇分析概要[M].长沙湖南教育出版社,1998.
黄国文.语篇分析理论与实践——广告语篇研究[M].上海:上海外语教育出版社,2001.
李杰.高年级阅读课教学与社会文化知识的传递[J].外语届,1993,(1):16-18.
刘辰诞.教学篇章语言学[M].上海:上海外语教育出版社,1999.
时广莉.浅谈中学英语课文整体教学[J].中小学英语教学与研究,1996,(4):16-19.
束定芳,庄智象.现代外语教学——理论、实践与方法[M].上海:上海外语教育出版社,1996.
孙翠兰,马迎新.运用现代阅读教学理论指导大学英语阅读教学[J].山东外语教学,2001,(3).
王枫林.阅读理解和语篇分析研究[J].外语界,1994,(1).
王墨希,李津.中国学生英语语篇思维模式调查[J].外语教学与研究,1993,(4): 59-64.
肖凌猛等.英语听力语篇的连贯与衔接[J].外语电化教学,2002,(6).
杨晓燕等.高中英语语篇分析知识的构建[J].中小学英语教学与研究,2002,(1).
张应林.语篇分析学[M].武汉:华中师范大学出版社,2006.
詹明明.语言输入:学习者的主动建构[J].外语届,2001,(3):23-26.
张维友.图式知识与阅读理解[J].外语届,1995,(2):5.
Carrel,Patrice L.et al.Schema Theory and ESL Reading Pedagogy[J].TESOL Quartley,1983,17(4),553-573.
D.Nunan.Discourse Analysis[M].London:Penguin Group,1993.
Goodman,K.S.Reading:A Psycholinguistic Guessing Game[J].Journal of the Reading Specialist,1967,(4):126-135.
Halliday,M.A.K.& Ha.san.Cohesion in English[M].London:Longman Group Iimited,1976.
R.de Beaugrande,and W.Dressler,Introduction to Test Linguistics[M].London:Longrnan,1981.
Widdowson,H.G.Teaching Language as Communication[M].Oxford:Oxford University Press,1978.
曹美蓉.议英语语篇教学策略[J].天津外国语学院学报,2002,(3).
戈玲玲.教学语用学[M].长沙:国防科技大学出版社,2002.
胡春洞,戴忠信.英语阅读论[M].南宁:广西教育出版社,1998.
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.语篇分析在教学中的应用[J].外语教学,2001,(1):3-10.
黄国文.语篇分析概要[M].长沙湖南教育出版社,1998.
黄国文.语篇分析理论与实践——广告语篇研究[M].上海:上海外语教育出版社,2001.
李杰.高年级阅读课教学与社会文化知识的传递[J].外语届,1993,(1):16-18.
刘辰诞.教学篇章语言学[M].上海:上海外语教育出版社,1999.
时广莉.浅谈中学英语课文整体教学[J].中小学英语教学与研究,1996,(4):16-19.
束定芳,庄智象.现代外语教学——理论、实践与方法[M].上海:上海外语教育出版社,1996.
孙翠兰,马迎新.运用现代阅读教学理论指导大学英语阅读教学[J].山东外语教学,2001,(3).
王枫林.阅读理解和语篇分析研究[J].外语界,1994,(1).
王墨希,李津.中国学生英语语篇思维模式调查[J].外语教学与研究,1993,(4): 59-64.
肖凌猛等.英语听力语篇的连贯与衔接[J].外语电化教学,2002,(6).
杨晓燕等.高中英语语篇分析知识的构建[J].中小学英语教学与研究,2002,(1).
张应林.语篇分析学[M].武汉:华中师范大学出版社,2006.
詹明明.语言输入:学习者的主动建构[J].外语届,2001,(3):23-26.
张维友.图式知识与阅读理解[J].外语届,1995,(2):5.
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