基于语篇思路解决专四完形填空中的问题
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摘要
专业四级考试是对英语专业学生英语综合能力的一种有效的检测手段,在所有的题型中,完形填空题型是一种综合性语言测试题型,能客观的反映学生的语言综合能力。学生普遍反映完形填空是在所有的题型中属于难度大,失分多的题型。经过调查分析,发现造成失误的主要原因是学生缺乏相应的语篇知识。因此,本文以“基于语篇思路解决专业四级完形填空中的问题”为题,对语篇分析在完形填空题型的重要性和必要性进行研究,旨在教师能在教学过程中有意识地培养学生建立语篇的概念,并引导学生在实际测试中进行运用,从而提高解题能力,减少错误率。
文章首先阐述了完型填空的理论基础和特点,其次论述了语篇和语篇分析的理论。然后从完形填空的考查范围的角度揭示了语篇分析与该题型的联系。紧接着对近几年的专业四级完形填空题型进行分析,了解专四完形填空的特点,揭示该题型的诸多考点层次中,语篇层次考点占有的比例越来越大。如何将语篇分析理论中的情景、话题和衔接与完形填空的解题方法巧妙的结合是本文的讨论重点。接着详细阐述语篇分析理论在完形填空中运用的实验过程,并对其结果进行讨论。最后主要对英语教学提出一些建议。
本文采用分析、问卷、实验等方法,将60名太原理工大学英语专业二年级的学生分为实验组和对照组,对其进行调查、实验、测试。首先通过问卷和前测了解到学生在处理完形填空的题型中对于语篇分析的知识和理论了解甚少,从而造成该题型的失误过多。经过一个学期的实验,所有学生参加了最后的测试,并且用SPSS软件对收集到的数据进行了分析。
通过理论研究和实验验证,得出的结论是:在指导学生解答完形填空题型时,有意识地引导学生利用语篇分析的方法,能使学生学会从宏观的角度来理解文章,通过语境、上下文、衔接等手段对选项进行推敲从而提高解题能力,提高准确率。
然而,由于本研究受其样本大小、研究范围和时间的限制,其研究结果不能随意应用到任何情况中。将来我们也可以从语篇分析的各种相关理论入手作进一步研究,以提高篇分析在完形填空中运用的效果。
TEM4 is generally supposed to be an effective means to test the English majors' comprehensive English proficiency,in which the cloze is the most workable due to its high validity.However.the majority of students consider the cloze a difficult item to deal with.As a consequence,it's hard for the students to get a high mark.It has been investigated that lack of discourse knowledge leads to their failure.Therefore,this thesis,entitled A discourse-based approach to solving the problems in TEM4 cloze,intends to study the importance and necessity of discourse analysis in the cloze.It's hoped that students can acquire some knowledge of discourse analysis with the help of teachers and improve their problem-solving skills.
The thesis,first of all,outlines the theoretical bases of the cloze as well as discourse analysis.Then the close relationship between cloze and discourse analysis is revealed from the perspective of the features of TEM4 cloze design.By means of analysis of cloze in TEM4, some properties are concluded.One of them is that cloze is designed to test the students' English proficiency beyond the grammatical or collocation level.Points related to discourse context can be easily found in the test,which has an increasing tendency in proportion.The thesis also discusses how to apply the theory of discourse analysis to the problem-solving process of cloze with special reference to such skills as context,topic and cohesion.The following section is a report of the experiment on discourse approach in cloze and its analysis of the results.Last,some suggestions will be proposed,which mainly gives some advice to teachers.
Research methods used in this thesis include questionnaire,experiment and analysis.60 sophomores.English majors from Taiyuan University of Technology(TYUT),participated in the study and were divided into two classes—one was the experimental class and the other was the control class.The paper first tried to investigate into the factors leading to the students' problems in cloze test.The questionnaire survey and the pretest show that students have a poor knowledge of discourse and fail to solve many questions.After the one-term experiment,a final examination was elaborately designed for the students.After the test,the data collected were analyzed with statistical techniques by using the software SPSS.
One of the findings shows that application of discourse analysis in cloze test can help the students improve their problem-solving skills and more accuracy can be achieved.
However,due to the various limitations,mainly the research scope,the sample size and time,the results might not be overgeneralized.Further studies should be done to improve the effectiveness of other theories of discourse analysis to the cloze tests.
文章首先阐述了完型填空的理论基础和特点,其次论述了语篇和语篇分析的理论。然后从完形填空的考查范围的角度揭示了语篇分析与该题型的联系。紧接着对近几年的专业四级完形填空题型进行分析,了解专四完形填空的特点,揭示该题型的诸多考点层次中,语篇层次考点占有的比例越来越大。如何将语篇分析理论中的情景、话题和衔接与完形填空的解题方法巧妙的结合是本文的讨论重点。接着详细阐述语篇分析理论在完形填空中运用的实验过程,并对其结果进行讨论。最后主要对英语教学提出一些建议。
本文采用分析、问卷、实验等方法,将60名太原理工大学英语专业二年级的学生分为实验组和对照组,对其进行调查、实验、测试。首先通过问卷和前测了解到学生在处理完形填空的题型中对于语篇分析的知识和理论了解甚少,从而造成该题型的失误过多。经过一个学期的实验,所有学生参加了最后的测试,并且用SPSS软件对收集到的数据进行了分析。
通过理论研究和实验验证,得出的结论是:在指导学生解答完形填空题型时,有意识地引导学生利用语篇分析的方法,能使学生学会从宏观的角度来理解文章,通过语境、上下文、衔接等手段对选项进行推敲从而提高解题能力,提高准确率。
然而,由于本研究受其样本大小、研究范围和时间的限制,其研究结果不能随意应用到任何情况中。将来我们也可以从语篇分析的各种相关理论入手作进一步研究,以提高篇分析在完形填空中运用的效果。
TEM4 is generally supposed to be an effective means to test the English majors' comprehensive English proficiency,in which the cloze is the most workable due to its high validity.However.the majority of students consider the cloze a difficult item to deal with.As a consequence,it's hard for the students to get a high mark.It has been investigated that lack of discourse knowledge leads to their failure.Therefore,this thesis,entitled A discourse-based approach to solving the problems in TEM4 cloze,intends to study the importance and necessity of discourse analysis in the cloze.It's hoped that students can acquire some knowledge of discourse analysis with the help of teachers and improve their problem-solving skills.
The thesis,first of all,outlines the theoretical bases of the cloze as well as discourse analysis.Then the close relationship between cloze and discourse analysis is revealed from the perspective of the features of TEM4 cloze design.By means of analysis of cloze in TEM4, some properties are concluded.One of them is that cloze is designed to test the students' English proficiency beyond the grammatical or collocation level.Points related to discourse context can be easily found in the test,which has an increasing tendency in proportion.The thesis also discusses how to apply the theory of discourse analysis to the problem-solving process of cloze with special reference to such skills as context,topic and cohesion.The following section is a report of the experiment on discourse approach in cloze and its analysis of the results.Last,some suggestions will be proposed,which mainly gives some advice to teachers.
Research methods used in this thesis include questionnaire,experiment and analysis.60 sophomores.English majors from Taiyuan University of Technology(TYUT),participated in the study and were divided into two classes—one was the experimental class and the other was the control class.The paper first tried to investigate into the factors leading to the students' problems in cloze test.The questionnaire survey and the pretest show that students have a poor knowledge of discourse and fail to solve many questions.After the one-term experiment,a final examination was elaborately designed for the students.After the test,the data collected were analyzed with statistical techniques by using the software SPSS.
One of the findings shows that application of discourse analysis in cloze test can help the students improve their problem-solving skills and more accuracy can be achieved.
However,due to the various limitations,mainly the research scope,the sample size and time,the results might not be overgeneralized.Further studies should be done to improve the effectiveness of other theories of discourse analysis to the cloze tests.
引文
[1]Alderson.J.C."The Cloze Procedure and Proficiency in English as a Second Language",TESOL Quarterly,1978,13:219-226.
[2]Alderson.J.C.Language Testing and Evaluation:An Introductory Course.Singapore:Singapore University Press,2000.
[3]Bacbman.L.F."Performance on Cloze Tests with Fixed-ratio and Rational Deletions",TESOL Quarterly,1985,19:536-556.
[4]Bartlett.F.C.Remembering.Cambridge:Cambridge University Press.1982.
[5]Beaugrande.R.de and W.U.Dressier.Introduction to Text Linguistics.London:Longman,1981.
[6]Bradshaw.J."Test-takers' Reactions to a Placement Test",Language Testing,1990,7:13-30.
[7]Brown,G and Yule,G.Discourse Analysis,Cambridge:Cambridge University Press,1987.
[8]Cohen.A.D.,Segal.M.and Weiss.R."The C-test in Hebrew".Language Testing,1984,1:221-225.
[9]Klare,et al(ed.).Dictionary of Language Testing.Beijing:Foreign Language Teaching and Research Press,1972.
[10]De Beaugrande,R.A.and Dressier.W.U.Introduction to Text Linguistics.London:Longman,1981.
[11]Demo.D.A."Discourse Analysis for Language Teachers",ERIC Digest on Language and Linguistics,2001,9:30-31.
[12]Downing.J.and Chen Kan Leong.Psychology of Reading.New York:Publishing Co.Inc,1982.
[13]Feldmann,U.and Stemmer.B.Introspection in Second Language Research.Clevedon:Multilingual Matters,1987.
[14]F.Scott Fitzgerald.The Great Gatsby England:Penguin Books Ltd,1994.
[15]Grotijahn.R."Test Validity and Cognitive Psychology:Some Methodological Considerations",Language Testing.1986.3:159-185.
[16]Halliday,M.A.K.and Hasan,R.Cohesion in English.Longman,1976.
[17]Halliday.M.A.K.and Hasan.R.Language Context and Text.Aspects of Language in a Socio-semiotic Perspective.Victoria.Australia:Deakin University Press,1985.
[18]Harris.Z."Discourse Analysis".Language,1952:28.
[19]Hoey,M.Textual Interaction:an Introduction to Written Discourse Analysis.London:Routledge,2001.
[20]Hughes.A.Testing for Language Teachers.London:Cambridge University Press,1989.
[21]Hymes.On Communicative Computer.Harmonds Worth Penguim.1972.
[22]Klein-Braley.C.and Raatz.U."A Survey of Research on the C-test".Language Testing,1984.1:134-146.
[23]Knowles,M.The Modern Practice of Adult Education.New York:Association Press,1976:23.
[24]Labov.W.Language in the Inner City.University of Pennsylcania Press,1972.
[25]McCarthy.M.Discourse Analysis for Language Teachers.Cambridge:Cambridge University Press,1991.
[26]Negishi.M."The C-test:an Integrative Measure?" The IRLT Bulletin,1987,1:3-26.
[27]Oller.J.W.Language Testing at School:A Practice Approach.London:Longman,1979:24-33.
[28]Raatz.U,and Klein-Braley.C.Introduction to Language Testing and C-tests.1983.
[29]Reinhart.T."Condition for Text Coherence".Poetic Today.1980.1:161-180.
[30]Sara Davidson."Face to Face",Overseas English,2005.10:10.
[31]Schiffrin.D.Approaches to Discourse.Oxford:Blackwell,1994.
[32]Spolsky,B.Measured Words.Oxford:Oxford University Press,1995.
[33]Stanovich.K.1980."Toward an Interactive-compensatory Model of Individual Differences in the Development of Reading Fluency",Reading Research Quarterly,16:32-71.
[34]Taylor.W.L."Cloze procedure:A New Tool for Measuring Readability".Journalism Quarterly,1953,30:146-159.
[35]Winter.E,O."A Clause Relational Approach to English Texts:a Study of Some Predicative Lexical Items in Written Discourse".Instructional Science.1977.6(1):1-92.
[36]Weir.C.Communicative Language Testing.Hemel Hempstead:Prentice Hall.1990.
[37]陈忠华等.《知识与语篇理解》.上海:外语教学与研究出版社.2004。
[38]高校英语专业四级考试大纲修订小组,高校英语专业四级考试大纲,上海:上海外语教育出版社,2004。
[39]高兰生等.《英语测试论》.广西:广西教育出版社,1996。
[40]段云礼等,语篇分析在英语专业八级阅读理解测试中的应用,《外语与外语教学》,2004,12:31-33。
[41]韩宝成.《外语教学科研中的统计方法》.北京:外语教学与研究出版社.2000。
[42]黄国文.《语篇分析概要》,湖南:湖南教育出版社,1998。
[43]黄国文.《语篇分析的理论与实践——广告语篇研究成果》,上海:上海外语教育出版社,2001:5。
[44]胡壮麟.《语篇的衔接与连贯》.上海:上海外语教育出版社,1994。
[45]胡曙中.《英语语篇语言学研究》.上海:上海外语教育出版社,2005。
[46]理查兹、刘润清.《朗曼应用语言学词典》.太原:山西教育出版社.1993。
[47]李莉.“完型填空”测试与词义分析.《齐齐哈尔大学学报(哲学社会学版)》,2002,14(2):45。
[48]李筱菊.《语言测试科学与艺术》,湖南:湖南教育出版社,1997。
[49]李永芹,语篇与完形填空,《大学英语》,2005.6:41-43。
[50]刘辰诞.《教学篇章语言学》.上海:上海外语教育出版社,1999。
[51]刘润清、韩宝成.《语言测试和它的方法(修订版)》.北京:外语教学与研究出版社,2002:66。
[52]《六人行》又名:《老友记(Friends)》..北京:学苑音像出版社,2005。
[53]乔英.《大学英语完形填空指要》.上海:上海交通大学出版社.1995。
[54]马少英.语篇分析在英语阅读中的应用.《绍兴文理学院学报》.2006.26(4):82-84。
[55]王岚.《二语语篇理解中预期推理的激活和编码》,河南:河南大学出版社,2007。
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[63]钟莉婷.语篇分析与图示理论对英语阅读教学的启迪.《文化教育》.2006.35(6):205。
[64]邹娟娟.2004年英语专业四级考试大纲修订后的思考.《湘潭师范学院学报(社会科学报)》.2006,28(5):157-159。
[2]Alderson.J.C.Language Testing and Evaluation:An Introductory Course.Singapore:Singapore University Press,2000.
[3]Bacbman.L.F."Performance on Cloze Tests with Fixed-ratio and Rational Deletions",TESOL Quarterly,1985,19:536-556.
[4]Bartlett.F.C.Remembering.Cambridge:Cambridge University Press.1982.
[5]Beaugrande.R.de and W.U.Dressier.Introduction to Text Linguistics.London:Longman,1981.
[6]Bradshaw.J."Test-takers' Reactions to a Placement Test",Language Testing,1990,7:13-30.
[7]Brown,G and Yule,G.Discourse Analysis,Cambridge:Cambridge University Press,1987.
[8]Cohen.A.D.,Segal.M.and Weiss.R."The C-test in Hebrew".Language Testing,1984,1:221-225.
[9]Klare,et al(ed.).Dictionary of Language Testing.Beijing:Foreign Language Teaching and Research Press,1972.
[10]De Beaugrande,R.A.and Dressier.W.U.Introduction to Text Linguistics.London:Longman,1981.
[11]Demo.D.A."Discourse Analysis for Language Teachers",ERIC Digest on Language and Linguistics,2001,9:30-31.
[12]Downing.J.and Chen Kan Leong.Psychology of Reading.New York:Publishing Co.Inc,1982.
[13]Feldmann,U.and Stemmer.B.Introspection in Second Language Research.Clevedon:Multilingual Matters,1987.
[14]F.Scott Fitzgerald.The Great Gatsby England:Penguin Books Ltd,1994.
[15]Grotijahn.R."Test Validity and Cognitive Psychology:Some Methodological Considerations",Language Testing.1986.3:159-185.
[16]Halliday,M.A.K.and Hasan,R.Cohesion in English.Longman,1976.
[17]Halliday.M.A.K.and Hasan.R.Language Context and Text.Aspects of Language in a Socio-semiotic Perspective.Victoria.Australia:Deakin University Press,1985.
[18]Harris.Z."Discourse Analysis".Language,1952:28.
[19]Hoey,M.Textual Interaction:an Introduction to Written Discourse Analysis.London:Routledge,2001.
[20]Hughes.A.Testing for Language Teachers.London:Cambridge University Press,1989.
[21]Hymes.On Communicative Computer.Harmonds Worth Penguim.1972.
[22]Klein-Braley.C.and Raatz.U."A Survey of Research on the C-test".Language Testing,1984.1:134-146.
[23]Knowles,M.The Modern Practice of Adult Education.New York:Association Press,1976:23.
[24]Labov.W.Language in the Inner City.University of Pennsylcania Press,1972.
[25]McCarthy.M.Discourse Analysis for Language Teachers.Cambridge:Cambridge University Press,1991.
[26]Negishi.M."The C-test:an Integrative Measure?" The IRLT Bulletin,1987,1:3-26.
[27]Oller.J.W.Language Testing at School:A Practice Approach.London:Longman,1979:24-33.
[28]Raatz.U,and Klein-Braley.C.Introduction to Language Testing and C-tests.1983.
[29]Reinhart.T."Condition for Text Coherence".Poetic Today.1980.1:161-180.
[30]Sara Davidson."Face to Face",Overseas English,2005.10:10.
[31]Schiffrin.D.Approaches to Discourse.Oxford:Blackwell,1994.
[32]Spolsky,B.Measured Words.Oxford:Oxford University Press,1995.
[33]Stanovich.K.1980."Toward an Interactive-compensatory Model of Individual Differences in the Development of Reading Fluency",Reading Research Quarterly,16:32-71.
[34]Taylor.W.L."Cloze procedure:A New Tool for Measuring Readability".Journalism Quarterly,1953,30:146-159.
[35]Winter.E,O."A Clause Relational Approach to English Texts:a Study of Some Predicative Lexical Items in Written Discourse".Instructional Science.1977.6(1):1-92.
[36]Weir.C.Communicative Language Testing.Hemel Hempstead:Prentice Hall.1990.
[37]陈忠华等.《知识与语篇理解》.上海:外语教学与研究出版社.2004。
[38]高校英语专业四级考试大纲修订小组,高校英语专业四级考试大纲,上海:上海外语教育出版社,2004。
[39]高兰生等.《英语测试论》.广西:广西教育出版社,1996。
[40]段云礼等,语篇分析在英语专业八级阅读理解测试中的应用,《外语与外语教学》,2004,12:31-33。
[41]韩宝成.《外语教学科研中的统计方法》.北京:外语教学与研究出版社.2000。
[42]黄国文.《语篇分析概要》,湖南:湖南教育出版社,1998。
[43]黄国文.《语篇分析的理论与实践——广告语篇研究成果》,上海:上海外语教育出版社,2001:5。
[44]胡壮麟.《语篇的衔接与连贯》.上海:上海外语教育出版社,1994。
[45]胡曙中.《英语语篇语言学研究》.上海:上海外语教育出版社,2005。
[46]理查兹、刘润清.《朗曼应用语言学词典》.太原:山西教育出版社.1993。
[47]李莉.“完型填空”测试与词义分析.《齐齐哈尔大学学报(哲学社会学版)》,2002,14(2):45。
[48]李筱菊.《语言测试科学与艺术》,湖南:湖南教育出版社,1997。
[49]李永芹,语篇与完形填空,《大学英语》,2005.6:41-43。
[50]刘辰诞.《教学篇章语言学》.上海:上海外语教育出版社,1999。
[51]刘润清、韩宝成.《语言测试和它的方法(修订版)》.北京:外语教学与研究出版社,2002:66。
[52]《六人行》又名:《老友记(Friends)》..北京:学苑音像出版社,2005。
[53]乔英.《大学英语完形填空指要》.上海:上海交通大学出版社.1995。
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[55]王岚.《二语语篇理解中预期推理的激活和编码》,河南:河南大学出版社,2007。
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