试析语境及其在阅读教学中的应用
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摘要
随着应用语言学和功能教学法的发展，语言的实际运用日益受到关注和
重视。人们使用语言进行交际离不开语境，就象人的呼吸离不开空气一样。
由于语言和语境的密切关系，近年来，语言学界掀起了语境研究的热潮。
“语境”这一概念最早是由马林诺斯基提出的。他认为语言和环境密不可
分，语言的理解依赖于它产生的环境。他的“语境”指的是情景语境，而对
语言语境则不加考虑。其后，许多学者如弗斯、莱昂斯、海姆斯和利奇等都
对语境进行过探讨和研究。，他们的观点各不相同。有的侧重于情景语境和文
化语境，有的则认为语言语境同样重要。笔者在借鉴和分析以上各学者研究
成果的基础上，将语境分为语言语境和非语言语境两大类。语言语境指的是
上下文，即语言内部诸要素之间的关系；非语言语境包括情景语境、文化语
境和认知语境，研究的是语言外部诸要素对语言应用所产生的影响。
众所周知，语义学和语用学是语言学的两大分支。语义学注重研究语言的
文字意义，而语用学则强调的是语言在特殊环境中的实际运用，两者都重视
语境。因此，笔者主张从语用学和语义学两个角度来探讨语境的功能。从语
义学的角度来看，语境的功能表现在语义共现和排除歧义两方面。语义共现
指的是句子中的每一个词都必须和其它的词在意义上保持连贯。语义共现的
一般原则可以帮助我们生成语法和语义都正确的句子。排除歧义指的是语境
可对意义不明确的话语提供语义限制，从而排除不符合当前语境的潜在意义。
从语用学的角度来看，语境的功能表现在以下两个方面：一是语境可以帮助
讲话人根据具体环境选择合适的话语；二是语境可以帮助受话人根据具体情
景正确理解讲话人的真正意图。
鉴于语境和语言之间的密切关系以及语境对语言意义的影响和制约，我们
可以把语境应用到实际的语言教学中去，尤其是阅读教学中去。阅读的核心
IZbepe。ILfi4＆／3；！／7
丫，。一。、丫 M托了日K 卜二二日＜卜
问题是对所读内容意义的理解，而语言的意义又受到语境的直接影响，因此，
在教学中，教师可启发和引导学生利用语境解决阅读过程中存在的实际问题，
加快阅读速度，提高阅读效果。
本论文共分为四章。第一章对语境的国内外研究做一个较为全面的阐述；
第二章则在对国内外学者研究成果借鉴和分析的基础上，将语境分为语言语
境和非语言语境两大类，并对每一类语境进行详细的分析和研究；第三章从
语用学和语义学两个角度来探讨语境的功能：最后，即本文的第四章主要根
据笔者八年的教学经验，谈一谈语境是如何应用在阅读教学中，从而帮助学
生解决阅读中的遇到的实际问题而达到提高阅读效果的目的。
Abstract
With the development of aPplied lingUistics and functional teaching aPproach,
the lingUistS have become more and more interested in the practical use of langUage.
People's langUae activity can not be detached frOm its context, just as their breath
can't be detached frOm aiL Because of its close relationship with langUae, context
has aroused great interest in lingUiStic circles.
"Context" was first used by MaIinowski in l923. He argues that lltterances and
sitUaion are bound up inextricably with each other and the context of sitUation is
indispensable for the underhanding of words. His "context" refers to the sitUation,
Wthout consideration of the linguistic context. After him, many other scholars also
probe into this fie1d, such as HyInes, Lyons, Firth and Leech, etc. Although context
has been intensiveIy studied fOr years, there are still many impobot theoretical and
practical problems remaining unsolved. On the one hand, there are contending
views on the definition and classification; on the other hand, their focuses are on the
non-linguistic colltext, with insufficiefit attention to the lingUiStic context and its
influence on the meaning of langUage. This thesis, on the basis of a general study of
many scholars' researches, tentatively classifies context into linguistic context and
non-linguiStic colltext. LingUistic colltext refers to the co-text; non-lingUistic
context includes situational context, cult'Ural cofltext and cognitive context.
As we know semanics and pragInatics are tWo branches of linguistics.
Semamics focuses on the lexical mewhng of langUage while pragtnatics stresses the
practical use of langUage in paticular contexts. Both of them value colltext, so, this
thesis intends to stUdy the functions of context frOm semantic and pragmatic
PersPectives resPectively. The functions of context in semantic field mainly refer to
the roles of the linguistic context in influencing and restricting the meaning in respect of semantic co-occurrence and disambiguation. The general principle for the semantic co-occurrence is the semantic consistency, that is to say, sentences must not only obey all the syntactic rules but also the semantic rules. Therefore, by the principle of the semantic co-occurrence, we can not only produce the correct sentences both grammatically and semantically, but also diagnose the semantic
deviance of sentences. Disanibiguation refers to the fact that context could provide
semantic constraints on the possible choice of the meanings of linguistic units so that ambiguity can be eliminated. The study of functions of context from pragmatic perspective attempts to explore the roles of non-linguistic context in influencing the practical use of language in the particular context. We will use two terms to describe the major roles: selectional restrictions and interpretation. The roles of the context in determining the speaker抯 language selected as appropriate to the context will be termed as selectional restrictions; the roles of the context in supporting the hearer抯 inference of what the speaker relay means will be termed as interpretation.
The meaning of language is influenced and restricted by its context, and the core problem of reading is to understand the meaning of the language, therefore, we can apply context in the teaching of reading. By making use of context, the students could solve their practical problems in reading and improve their reading efficiency.
重视。人们使用语言进行交际离不开语境，就象人的呼吸离不开空气一样。
由于语言和语境的密切关系，近年来，语言学界掀起了语境研究的热潮。
“语境”这一概念最早是由马林诺斯基提出的。他认为语言和环境密不可
分，语言的理解依赖于它产生的环境。他的“语境”指的是情景语境，而对
语言语境则不加考虑。其后，许多学者如弗斯、莱昂斯、海姆斯和利奇等都
对语境进行过探讨和研究。，他们的观点各不相同。有的侧重于情景语境和文
化语境，有的则认为语言语境同样重要。笔者在借鉴和分析以上各学者研究
成果的基础上，将语境分为语言语境和非语言语境两大类。语言语境指的是
上下文，即语言内部诸要素之间的关系；非语言语境包括情景语境、文化语
境和认知语境，研究的是语言外部诸要素对语言应用所产生的影响。
众所周知，语义学和语用学是语言学的两大分支。语义学注重研究语言的
文字意义，而语用学则强调的是语言在特殊环境中的实际运用，两者都重视
语境。因此，笔者主张从语用学和语义学两个角度来探讨语境的功能。从语
义学的角度来看，语境的功能表现在语义共现和排除歧义两方面。语义共现
指的是句子中的每一个词都必须和其它的词在意义上保持连贯。语义共现的
一般原则可以帮助我们生成语法和语义都正确的句子。排除歧义指的是语境
可对意义不明确的话语提供语义限制，从而排除不符合当前语境的潜在意义。
从语用学的角度来看，语境的功能表现在以下两个方面：一是语境可以帮助
讲话人根据具体环境选择合适的话语；二是语境可以帮助受话人根据具体情
景正确理解讲话人的真正意图。
鉴于语境和语言之间的密切关系以及语境对语言意义的影响和制约，我们
可以把语境应用到实际的语言教学中去，尤其是阅读教学中去。阅读的核心
IZbepe。ILfi4＆／3；！／7
丫，。一。、丫 M托了日K 卜二二日＜卜
问题是对所读内容意义的理解，而语言的意义又受到语境的直接影响，因此，
在教学中，教师可启发和引导学生利用语境解决阅读过程中存在的实际问题，
加快阅读速度，提高阅读效果。
本论文共分为四章。第一章对语境的国内外研究做一个较为全面的阐述；
第二章则在对国内外学者研究成果借鉴和分析的基础上，将语境分为语言语
境和非语言语境两大类，并对每一类语境进行详细的分析和研究；第三章从
语用学和语义学两个角度来探讨语境的功能：最后，即本文的第四章主要根
据笔者八年的教学经验，谈一谈语境是如何应用在阅读教学中，从而帮助学
生解决阅读中的遇到的实际问题而达到提高阅读效果的目的。
Abstract
With the development of aPplied lingUistics and functional teaching aPproach,
the lingUistS have become more and more interested in the practical use of langUage.
People's langUae activity can not be detached frOm its context, just as their breath
can't be detached frOm aiL Because of its close relationship with langUae, context
has aroused great interest in lingUiStic circles.
"Context" was first used by MaIinowski in l923. He argues that lltterances and
sitUaion are bound up inextricably with each other and the context of sitUation is
indispensable for the underhanding of words. His "context" refers to the sitUation,
Wthout consideration of the linguistic context. After him, many other scholars also
probe into this fie1d, such as HyInes, Lyons, Firth and Leech, etc. Although context
has been intensiveIy studied fOr years, there are still many impobot theoretical and
practical problems remaining unsolved. On the one hand, there are contending
views on the definition and classification; on the other hand, their focuses are on the
non-linguistic colltext, with insufficiefit attention to the lingUiStic context and its
influence on the meaning of langUage. This thesis, on the basis of a general study of
many scholars' researches, tentatively classifies context into linguistic context and
non-linguiStic colltext. LingUistic colltext refers to the co-text; non-lingUistic
context includes situational context, cult'Ural cofltext and cognitive context.
As we know semanics and pragInatics are tWo branches of linguistics.
Semamics focuses on the lexical mewhng of langUage while pragtnatics stresses the
practical use of langUage in paticular contexts. Both of them value colltext, so, this
thesis intends to stUdy the functions of context frOm semantic and pragmatic
PersPectives resPectively. The functions of context in semantic field mainly refer to
the roles of the linguistic context in influencing and restricting the meaning in respect of semantic co-occurrence and disambiguation. The general principle for the semantic co-occurrence is the semantic consistency, that is to say, sentences must not only obey all the syntactic rules but also the semantic rules. Therefore, by the principle of the semantic co-occurrence, we can not only produce the correct sentences both grammatically and semantically, but also diagnose the semantic
deviance of sentences. Disanibiguation refers to the fact that context could provide
semantic constraints on the possible choice of the meanings of linguistic units so that ambiguity can be eliminated. The study of functions of context from pragmatic perspective attempts to explore the roles of non-linguistic context in influencing the practical use of language in the particular context. We will use two terms to describe the major roles: selectional restrictions and interpretation. The roles of the context in determining the speaker抯 language selected as appropriate to the context will be termed as selectional restrictions; the roles of the context in supporting the hearer抯 inference of what the speaker relay means will be termed as interpretation.
The meaning of language is influenced and restricted by its context, and the core problem of reading is to understand the meaning of the language, therefore, we can apply context in the teaching of reading. By making use of context, the students could solve their practical problems in reading and improve their reading efficiency.
引文
Austin, J. L., 1962, How to Do Things with Words. Oxford: Oxford University Press.
Brown, G. and Yule, G., 1983, Discourse Analysis. Cambridge: Cambridge University Press.
Cruse, D. A., 1986, Lexical Semantics. Cambridge: Cambridge University Press
David, C., 1985, A Dictionary of Linguistics and Phonetics. Oxford: Basil Blacknell
De Beaugrande, R. & W. Dressier., 1981, Introduction to Text Linguistics. London: Longman.
Firth, J. R., 1957, Papers in Linguistics, 1934-1951． Oxford: Oxford University Press.
Fromkin, V. and Rodman, 1978, An Introduction to Language. New York: Holt, Rinehart and Winston.
Halliday, M. A. K., 1964,The Linguistic Sciences and Language Teaching. London: Longman.
Halliday, M. A. K., and Hasan, R., 1976, Cohesion in English. London: Longman.
Hymes, D. H., 1967, Models of Interaction of Language and Social Setting. Journal of Social Issues. 23．
Jin Di & Nida, E. A., 1984, On Translation. BeiJing: China International Translation Publishing Corporation.
Kempson, R. M., 1986, Semantics Theory. Cambridge: Cambridge University Press.
Lyons, J. 1977, Semantics, Vols 1 and 2 . Cambridge: Cambridge University Pess.
Moore, R. H., 1963, Context in Introductory Reading on Language. Stageberge, A. Holt, Rinehart and Winston, INC.
Quirk, R. et al, 1985,A Comprehensive Grammar of the English Language. New
York: Longman.
Richards, J. C., 1985, The Context of Language Teaching. Cambridge: Cambridge University Press.
Ulman, S., 1977, Semantics: An Introduction to the Science of Meaning. Oxford: Basil Blackwell.
程雨民(1989)，《英语语体学》，上海外语教育出版社，上海．
杜学增(1996)，《英语阅读的方法和技能》，外语教学与研究出版社，北京．
何兆熊(1989)，《语用学概要》，上海外语教育出版社，上海．
何自然(1997)，《语用学与英语学习》，上海外语教育出版社，上海．
候维瑞(1988)，《英语语体》，上海外语教育出版社，上海．
胡壮麟，刘润清，李延福(1988)，《语言学教程》，北京大学出版社，北京．
刘辰诞(1999)，《教学篇章语言学》，上海外语教育出版社，上海．
吕公礼(1996)，“从语境的终极参照性看含义理论的演化和重构”．《外国语》，1996年第4期。
田祥斌(1999)，《英语歧义与文学》，中国环境科学出版社，北京．
王宗炎(1985)，《语言问题探索》，上海外语教育出版社，上海．
王佐良，丁往道(1987)，《英语文体学引论》，外语教学与研究出版社，北京．
Brown, G. and Yule, G., 1983, Discourse Analysis. Cambridge: Cambridge University Press.
Cruse, D. A., 1986, Lexical Semantics. Cambridge: Cambridge University Press
David, C., 1985, A Dictionary of Linguistics and Phonetics. Oxford: Basil Blacknell
De Beaugrande, R. & W. Dressier., 1981, Introduction to Text Linguistics. London: Longman.
Firth, J. R., 1957, Papers in Linguistics, 1934-1951． Oxford: Oxford University Press.
Fromkin, V. and Rodman, 1978, An Introduction to Language. New York: Holt, Rinehart and Winston.
Halliday, M. A. K., 1964,The Linguistic Sciences and Language Teaching. London: Longman.
Halliday, M. A. K., and Hasan, R., 1976, Cohesion in English. London: Longman.
Hymes, D. H., 1967, Models of Interaction of Language and Social Setting. Journal of Social Issues. 23．
Jin Di & Nida, E. A., 1984, On Translation. BeiJing: China International Translation Publishing Corporation.
Kempson, R. M., 1986, Semantics Theory. Cambridge: Cambridge University Press.
Lyons, J. 1977, Semantics, Vols 1 and 2 . Cambridge: Cambridge University Pess.
Moore, R. H., 1963, Context in Introductory Reading on Language. Stageberge, A. Holt, Rinehart and Winston, INC.
Quirk, R. et al, 1985,A Comprehensive Grammar of the English Language. New
York: Longman.
Richards, J. C., 1985, The Context of Language Teaching. Cambridge: Cambridge University Press.
Ulman, S., 1977, Semantics: An Introduction to the Science of Meaning. Oxford: Basil Blackwell.
程雨民(1989)，《英语语体学》，上海外语教育出版社，上海．
杜学增(1996)，《英语阅读的方法和技能》，外语教学与研究出版社，北京．
何兆熊(1989)，《语用学概要》，上海外语教育出版社，上海．
何自然(1997)，《语用学与英语学习》，上海外语教育出版社，上海．
候维瑞(1988)，《英语语体》，上海外语教育出版社，上海．
胡壮麟，刘润清，李延福(1988)，《语言学教程》，北京大学出版社，北京．
刘辰诞(1999)，《教学篇章语言学》，上海外语教育出版社，上海．
吕公礼(1996)，“从语境的终极参照性看含义理论的演化和重构”．《外国语》，1996年第4期。
田祥斌(1999)，《英语歧义与文学》，中国环境科学出版社，北京．
王宗炎(1985)，《语言问题探索》，上海外语教育出版社，上海．
王佐良，丁往道(1987)，《英语文体学引论》，外语教学与研究出版社，北京．
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