从建构主义的视角探析语域理论与英语教学
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摘要
理论通过对实践不懈地进行反思和观察能够得以发展,实践经过灵活地运用理论可以得到不断的改进。近年来,随着系统功能语言学在我国的日益发展,以及Halliday、张德禄、朱永生等很多专家学者强调,应该注重语言学理论在外语教学中的运用,越来越多的英语教师开始探索系统功能语言学理论在外语教学中的实践。
语域理论是Hallidav系统功能语法的重要理论之一,它是从社会学角度来研究语言变体的。社会结构的多样性决定了人的语言的复杂性与多样性,而人们所使用的进行交际的反映人类文化多样性的语言要受一定的语境(文化语境和情景语境)来制约。系统功能语言学的语域理论从三个方面阐释了语域的构成,即:语场、语旨、语式。而语域的这三个变量相应地是由三大纯理功能的概念功能、人际功能和语篇功能来体现的。
以HalIiday为代表的系统功能语言学家们认为,应该借鉴其他语言理论的精髓,进一步的丰富和完善系统功能语言学。本文从建构主义的视角探析语域理论在英语教学中的实践,使英语教师能够找到更好的教学方法,加速学生从语言知识向语言应用能力转化的过程。系统功能语言学在本质上是一种建构主义模式。建构主义认为:知识并非被动地接受而是由认知主体主动构筑的:学习是在原有知识的基础上主动建构的过程。在系统功能语言学的许多著作中,建构关系在语境一语言、现实一语言等处处得以体现(王瑾,2005)。
如何将语域知识应用于英语教学的实践,这种尝试不仅能使学生在阅读理解方面的能力得到提高,而且有利于听、说、写等方面综合能力的提高。语言是在一定的环境中学习和运用的,建构主义英语教学观认为语言学习是与环境交互作用、学习者主体主动建构知识的过程。建构主义英语教学观提倡以学生为中心,教师作指导,构建真实的情景语境教学模式,以切实提高学生的语言交际能力。在面向21世纪的英语教学之中,教师能够把语域理论和建构主义教学模式的精髓创造性地运用于培养和提高学生语言交际能力的实践之中去是非常必要的。
While the theory develops by continuous reflection and thinking in the practice, the practice may get progress through employing the theory flexibly. In recent years, with the development of the Systemic Functional Linguistics (SFL) in our country, as well as many scholars such as Professors Halliday, Zhang Delu and Zhu Yongsheng emphasize that, we should pay more attention to the application of linguistic theory to foreign language teaching. More and more English teachers begin to explore the practice of the SFL in English Language Teaching (ELT).
Register Theory is one of the important theories of Halliday's Systemic Functional Grammar, it is from a sociological point of view to study the language variations. The social structure determines the complexity and diversity of human language. The language that is used by people in communication reflects the cultural diversity. Furthermore, the language is subject to a certain context (cultural context and situational context). In SFL, register mainly concerns three variables: "field", "tenor" and "mode". These three variables of register are accordingly embodied by ideational Metafunction, interpersonal Metafunction and textual Metafunction.
Halliday and many other scholars believe that, SFL should be enriched and improved by using the quintessence of other theories. This paper explores the practice of Register theory to ELT from the perspective of constructivism, in order to help teachers find a better approach to accelerating the process of transformation from students' language knowledge to language competence. SFL is essentially a constructivist mode. The constructivist view concerns knowledge is actively constructed by the learner, not passively received from the environment. Coming to know is a process of adaptation based on and constantly modified by a learner's experience of the world. In many works of the SFL, the method of the Constructivism is reflected in the context - language and the reality - language. (Wang 2005)
It's believed that the application of Register theory to ELT can improve students' ability of reading comprehension, and the capability of listening, speaking and writing. Language is learned and used in a certain environment. Language learning is very much environmentally driven. The constructivist view of ELT is that language learning is the process of interaction with the environment, in which the learners construct knowledge actively. ELT should be learner-centered, teacher is a director, learning should occur in situations meaningful to students and relevant to the context in which the new information will be used. In order to improve the students' language competence, it is necessary for the teacher to put the essence of the Register theory and the constructivist model to the ELT.
语域理论是Hallidav系统功能语法的重要理论之一,它是从社会学角度来研究语言变体的。社会结构的多样性决定了人的语言的复杂性与多样性,而人们所使用的进行交际的反映人类文化多样性的语言要受一定的语境(文化语境和情景语境)来制约。系统功能语言学的语域理论从三个方面阐释了语域的构成,即:语场、语旨、语式。而语域的这三个变量相应地是由三大纯理功能的概念功能、人际功能和语篇功能来体现的。
以HalIiday为代表的系统功能语言学家们认为,应该借鉴其他语言理论的精髓,进一步的丰富和完善系统功能语言学。本文从建构主义的视角探析语域理论在英语教学中的实践,使英语教师能够找到更好的教学方法,加速学生从语言知识向语言应用能力转化的过程。系统功能语言学在本质上是一种建构主义模式。建构主义认为:知识并非被动地接受而是由认知主体主动构筑的:学习是在原有知识的基础上主动建构的过程。在系统功能语言学的许多著作中,建构关系在语境一语言、现实一语言等处处得以体现(王瑾,2005)。
如何将语域知识应用于英语教学的实践,这种尝试不仅能使学生在阅读理解方面的能力得到提高,而且有利于听、说、写等方面综合能力的提高。语言是在一定的环境中学习和运用的,建构主义英语教学观认为语言学习是与环境交互作用、学习者主体主动建构知识的过程。建构主义英语教学观提倡以学生为中心,教师作指导,构建真实的情景语境教学模式,以切实提高学生的语言交际能力。在面向21世纪的英语教学之中,教师能够把语域理论和建构主义教学模式的精髓创造性地运用于培养和提高学生语言交际能力的实践之中去是非常必要的。
While the theory develops by continuous reflection and thinking in the practice, the practice may get progress through employing the theory flexibly. In recent years, with the development of the Systemic Functional Linguistics (SFL) in our country, as well as many scholars such as Professors Halliday, Zhang Delu and Zhu Yongsheng emphasize that, we should pay more attention to the application of linguistic theory to foreign language teaching. More and more English teachers begin to explore the practice of the SFL in English Language Teaching (ELT).
Register Theory is one of the important theories of Halliday's Systemic Functional Grammar, it is from a sociological point of view to study the language variations. The social structure determines the complexity and diversity of human language. The language that is used by people in communication reflects the cultural diversity. Furthermore, the language is subject to a certain context (cultural context and situational context). In SFL, register mainly concerns three variables: "field", "tenor" and "mode". These three variables of register are accordingly embodied by ideational Metafunction, interpersonal Metafunction and textual Metafunction.
Halliday and many other scholars believe that, SFL should be enriched and improved by using the quintessence of other theories. This paper explores the practice of Register theory to ELT from the perspective of constructivism, in order to help teachers find a better approach to accelerating the process of transformation from students' language knowledge to language competence. SFL is essentially a constructivist mode. The constructivist view concerns knowledge is actively constructed by the learner, not passively received from the environment. Coming to know is a process of adaptation based on and constantly modified by a learner's experience of the world. In many works of the SFL, the method of the Constructivism is reflected in the context - language and the reality - language. (Wang 2005)
It's believed that the application of Register theory to ELT can improve students' ability of reading comprehension, and the capability of listening, speaking and writing. Language is learned and used in a certain environment. Language learning is very much environmentally driven. The constructivist view of ELT is that language learning is the process of interaction with the environment, in which the learners construct knowledge actively. ELT should be learner-centered, teacher is a director, learning should occur in situations meaningful to students and relevant to the context in which the new information will be used. In order to improve the students' language competence, it is necessary for the teacher to put the essence of the Register theory and the constructivist model to the ELT.
引文
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Bruner, J. 1973. Go Beyond the Information Given. New York. Norton.
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Corder, S. P. 1967. The significance of learner's errors. IRAL, 5,161-170.
Crandall, J. 1998. Collaborate and Cooperate: Teacher Education for Integrating Language and Content Instruction. English teaching Forum. (1)
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Crystal D. 1991: A Dictionary of Linguistics and Phonetics, 3rd edition. Oxford: Basil Blackwell.
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Hedge, T. 2002. Teaching and Learning in the Language Classroom. Shanghai: Shanghai Foreign Language Education Press.
Hudson, R. A. 1996. Sociolinguistics. Second Edition. Cambridge: Cambridge University Press.
Hymes, D. 1970. On communicative competence. New York: Holt, Rinehart & Winston.
Hymes D. 1984. Sociolinguistics: stability and consolidation. International Journal of the Sociology of Language, 45, pp. 39-45.
Hyon, Sunny. 1996. Genre in three traditions: Implications for ESL. TESOL Quarterly, 30: 693-722.
Joos, Martin. 1962. The Five Clocks. Bloomington: Indiana University Press.
Kaplan, R. B. 1966. Language Learning. Cultural thought patterns in inter-cultural education, 14.
Kroll, L. R., & LaBosky, V. K. 1996. Practicing What we Preach: Constructivism in a Teacher Education Program. Action in Teacher Education. 18(2).
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Beaugrande, Robert de. 1993. Register in discourse studies: A concept in search of a theory. In Mohsen Ghadessy, pp. 7-25.
Breen, M. 1987. Contemporary paradigms in syllabus design, Language Teaching, 20, 91-2 and 157-174.
Brooks, J. G. and Brooks, M. G. 1993. In search of understanding: The Case for Constructivist Classrooms.P7. Alexandria VA: Association for Supervision and Curriculum Development.
Brown, H. D. 2000. Teaching by principles: an interactive approach to language pedagogy. Beijing: Foreign Language Teaching and Research Press.
Brown, H. D. 2001. Principles of language learning and teaching. Beijing: Foreign Language Teaching and Research Press.
Bruner, J. 1960. The Process of Education. Cambridge. MA: Harvard University Press.
Bruner, J. 1973. Go Beyond the Information Given. New York. Norton.
Catford, J.C. 1965. A Linguistic Theory of Translation: An Essay in Applied Linguistics. London: Prentice Hall.
Corder, S. P. 1967. The significance of learner's errors. IRAL, 5,161-170.
Crandall, J. 1998. Collaborate and Cooperate: Teacher Education for Integrating Language and Content Instruction. English teaching Forum. (1)
Crystal, D. & D. Davy. 1969. Investigating English style. London: Longmans.
Crystal, D. 1971. Stylistics, fluency and language teaching. London: Centre for Information on Language Teaching.
Crystal D. 1991: A Dictionary of Linguistics and Phonetics, 3rd edition. Oxford: Basil Blackwell.
Cunningham & Duffy, T. M. 1996. Constructivism: Implications for the Design and Delivery of Instruction.In D. H Jonassen (Eds.). Educational Communications and Technology. PP. 170-198. New York:Macmillian Library Reference USA.
Cunningham, D. J. 1992. Assessing Constructions and Constructing Assessments: A Dialogue. P.36. In T. M.Duffy & D. H. Jonassen (Eds). Constructivism and the Technology of Instruction: A Conversation.Hillsdale, NJ: Lawrence Erlbaum Associate, Inc.
Davies, E. & Pearse, E. 2002. Success in English Teaching. Shanghai: Shanghai Foreign Language Education Press.
Dewey, J. 1916/1980. The Need for Social Psychology. In J.A. Boydston (Ed.) Carbondale: Southern Illinois University.
Drucker, Peter. 2000. Putting More Now Into the Internet. Http://www.forbes.com/forbesglobal/00/0515/0310092a.htm
Eggins, Suzanne. 1994. An Introduction to Systemic Functional Linguistics. London: Pinter Publishers.
Eggins & Martin, J.R. 1997. Genre and registers of discourse. In Teun A. van Dijk, pp. 230-256.
Ellis, R. 1994. Second Language Acquisition. Oxford: Oxford University Press.
Fasold, Ralph. 2000. The Sociolinguistics of Language. Beijing: Foreign Language Teaching and Research Press.
Firth, John R. 1957. Papers in Linguistics 1934-1951. London: Oxford.
Firth, John R. 1968. Selected Papers of J.R. Firth 1952-1959. London: Longman.
Glasersfeld, Ernst von 2003. Cognition, construction of knowledge, and teaching. Http: // www.umass. edu/srri/vonGlasersfeld/onlinePapers/html/117.html.
Gumperz, J. & D. Hymes, 1970. Directions in sociolinguistics. New York: Holt, Rinehart & Winston.
Hadley, A. O. 2003. Teaching Language in Context. Beijing: Foreign Language Teaching and Research Press.
Halliday, M. A. K.., A. McIntosh, & P. Strevens. 1964. The linguistic sciences and language teaching.London: Longman.
Halliday, M. A. K., 1967. Notes on transitivity and theme in English. Journal of Linguistics, No. 3, Part 1:37-81, Part 2: 199-244. London: Longmans.
Halliday, M. A. K. 1969. Existing research and future work. London: Centre for Information on Language Teaching.
Halliday, M. A. K. 1978. Language as social semiotic: The social interpretation of language and meaning.London: Edward Arnold.
Halliday, M. A. K. & Hasan, R. 1985. Language, Context and Text: Aspects of Language in a Social-Semiotic Perspective. Oxford: OUP.
Halliday, M. A. K. 2000. An Introduction to Functional Grammar. London: Arnold.
Hasan, R. 1992. Rationality in everyday talk: From process to system. In J. Svartvik (Ed.), Directions in corpus linguistics: Proceedings of Nobel Symposium 82, Stockholm, 4-8 August 1991 (pp. 257-307).Berlin: de Gmyter.
Hatim, Basil & Ian Mason. 1990. Discourse and the Translator. London: Longman.
Hatim, Basil & Ian Mason. 1997. The Translator as Communicator. London: Routledge.
Hedge, T. 2002. Teaching and Learning in the Language Classroom. Shanghai: Shanghai Foreign Language Education Press.
Hudson, R. A. 1996. Sociolinguistics. Second Edition. Cambridge: Cambridge University Press.
Hymes, D. 1970. On communicative competence. New York: Holt, Rinehart & Winston.
Hymes D. 1984. Sociolinguistics: stability and consolidation. International Journal of the Sociology of Language, 45, pp. 39-45.
Hyon, Sunny. 1996. Genre in three traditions: Implications for ESL. TESOL Quarterly, 30: 693-722.
Joos, Martin. 1962. The Five Clocks. Bloomington: Indiana University Press.
Kaplan, R. B. 1966. Language Learning. Cultural thought patterns in inter-cultural education, 14.
Kroll, L. R., & LaBosky, V. K. 1996. Practicing What we Preach: Constructivism in a Teacher Education Program. Action in Teacher Education. 18(2).
Kress, Gunther. 1985. Linguistics Process in Sociocultural Practice. Geelong, Vic.: Deakin University Press.
Leckie-Tarry, Helen. 1993. The specification of a text: Register, genre and language teaching. In Mohsen Ghadessy, pp.26-42.
Malinowski. B, 1923. The Problem of Meaning in Primitive Languages. In Ogden, C.K. & Richards,I.A..The Meaning of Meaning. London: Kegan Paul, Trench, Trubner and Company.
Nunan, D. 1989. Understanding Language Classrooms. London: Prentice-Hall.
Nunan, D. 2001. Second language teaching and learning. Beijing: Foreign Language Teaching and Research Press.
Nunan, D. 2001. The learner-centered curriculum. Shanghai: Shanghai Foreign Language Education Press.
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