学科英语研究——高水平英语教育问题与对策述要
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摘要
本文从我国英语教育改革面临的问题及其成因出发,指出学科英语研究对于英语内容教改、尤其是高层次英语教改的必要性与可行性,说明学科英语研究的范围及其语料库途径,以便进行系统而深入的差异对比与共同点概括。行文在前人研究成果的基础上概述了学科英语的一些共同要素,包括连锁定义、专门分类、特殊表达、词汇密度、句法模糊性、语义非连贯性和语法隐喻,介绍了跟语法隐喻有关的三个基本特点:内容表述的平稳感、意义抽象性与潜在的英汉语思维方式差异等。这些要素都是中国学生学习高层次英语的重点和难点。这一基础工作不仅有助于我们全面认识英语语言本身,也能为我国的英语甚至外语教改提供内容参照依据。
Disciplinary English(DE) is English for systematic categorisation of the knowledge of each scientific discipline. In the past decades, EFL teaching in China has embraced the doctrine of teaching English of the common core: once Basic English is learnt, DE can be self-taught in a natural way. However, being lack of training in the advanced disciplinary varieties of English has driven EFL teaching in China into severe predicament. Some have appealed to EAP, but no substantial achievements have been attained for being in want of proper understanding of the study of DE, such as philosophy, economy, law, education, literature and art, science, engineering, agriculture, medicine, military science and management. The present project aims to change the situation by addressing the issue vis. a corpus approach in terms of the Register Theory in systemic functional linguistics. So far, 7 "difficulties that are characteristic of scientific English" have been identified, among which grammatical metaphor is the most important of all in association with a set of further difficulties of EFL. Against that proposal, the scope and content of EFL teaching is laid out for the reform orientation in China.
Disciplinary English(DE) is English for systematic categorisation of the knowledge of each scientific discipline. In the past decades, EFL teaching in China has embraced the doctrine of teaching English of the common core: once Basic English is learnt, DE can be self-taught in a natural way. However, being lack of training in the advanced disciplinary varieties of English has driven EFL teaching in China into severe predicament. Some have appealed to EAP, but no substantial achievements have been attained for being in want of proper understanding of the study of DE, such as philosophy, economy, law, education, literature and art, science, engineering, agriculture, medicine, military science and management. The present project aims to change the situation by addressing the issue vis. a corpus approach in terms of the Register Theory in systemic functional linguistics. So far, 7 "difficulties that are characteristic of scientific English" have been identified, among which grammatical metaphor is the most important of all in association with a set of further difficulties of EFL. Against that proposal, the scope and content of EFL teaching is laid out for the reform orientation in China.
引文
[1] Australian Curriculum[EB/OL]. http://www.australiancurriculum.edu.au/?dnsi=1.
[2] Bernstein, B. Class, Codes and Control: Vol. I: Theoretical Studies towards a Sociology of Language[M]. London & New York: Routledge, 1971.
[3] Bernstein, B. Class, Codes and Control: Vol. IV: The Structuring of Pedagogic Discourse[M]. London & New York: Routledge, 1990.
[4] Bhatia, V. K. Analyzing Genre: Language Use of Professional Settings[M]. London: Longman, 1993.
[5] Christie, F. The development of abstraction in adolescence in subject English[A]. In Schleppegrell, M. J. & M. C. Colombi.(eds.). Developing Advanced Literacy in First and Second Language: Meaning with Power[C]. Mahwah, NJ & London: Lawrence Erlbaum Associates, 2002: 45-66.
[6] Christie, F. Language Education throughout the School Years: A Functional Perspective[M]. Malden, MA & Oxford: Wiley-Blackwell, 2012.
[7] Christie, F. & J. R. Martin.(eds.). Genre and Institutions: Social Processes in the Workplace and School[M]. London & New York: Continuum, 1997.
[8] Coxhead, A. & P. Nation. The specialised vocabulary of English for academic purposes[A]. In Flowerdew, J. & M. Peacock.(eds.). Research Perspectives on English for Academic Purposes[C]. Cambridge: Cambridge University Press, 2001: 239-267.
[9] de Oliveira, L. C. & J. Iddings. Genre Pedagogy across the Curriculum: Theory and Application in U.S. Classrooms and Contexts[M]. London: Equinox, 2014.
[10]Fang, Z. & M. J. Schleppegrell.Reading in Secondary Content Areas: A Language-Based Pedagogy[M]. Ann Arbor: University of Michigan Press, 2008.
[11]Glendinning, E. & R. Howard.Professional English in Use: Medicine[M]. Cambridge: Cambridge University Press, 2007.
[12]Halliday, M. A. K. Linguistics and the teaching of English[A]. In Britton, J. N. (ed.). Talking and Writing: A Handbook for English Teachers[C]. London: Methuen, 1967: 80-90.
[13]Halliday, M. A. K. Language as Social Semiotic: The Social Interpretation of Language and Meaning[M]. London: Edward Arnold, 1978a.
[14]Halliday, M. A. K. Is learning a second language like learning a first language all over again?[A]. In Ingrain, D.E. & T. J. Quinn.(eds.). Language Learning in Australian Society[C]. Melbourne: Australian International Press & Publications Pty, 1978b: 3-19.
[15]Halliday, M. A. K. Language and socialization: Home and school[A]. In Gerot, L., Oldenburg, J. & T. van Leeuwen.(eds.). Language and Socialization, Home and School: Proceedings from the Working Conference on Language in Education[C]. Sydney: Macquarie University, 1988: 1-14.
[16]Halliday, M. A. K. Some grammatical problems in scientific English[J].Australian Review of Applied Linguistics,1989(6): 13-37.
[17]Halliday, M. A. K. General orientation[A]. In Halliday, M. A. K. & J. R. Martin.(eds.). Writing Science: Literacy and Discourse Power[C]. London & Washington D.C.: The Falmer Press, 1993: 2-24.
[18]Halliday, M. A. K. An Introduction to Functional Grammar (2nd edn.)[M]. London: Edward Arnold, 1994.
[19]Halliday, M. A. K. Things and relations: Regrammaticizing experience as technical knowledge[A]. In Martin, J. R. & R. Veel.(eds.). Reading Science: Critical and Functional Perspectives on Discourse of Science[C]. London & New York: Routledge, 1998: 185-235.
[20]Halliday, M. A. K. Language and knowledge: The “unpacking” of text[A]. In Allison, D., Zhiming, L. B. & S. A. Abraham.(eds.).Text in Education and Society[C]. Singapore: SingaporeUniversity Press & World Scientific, 1998b: 157-178.
[21]Halliday, M. A. K. The grammatical construction of scientific knowledge: The framing of the English clause[A]. In Favretti, R. R., Sandi, G. & R. Scazzieri.(eds.). Incommensurability and Translation: Kuhnian Perspectives on Scientific Communication and Theory Change[C]. Cheltenham: Edward Elgar, 1999: 85-116.
[22]Halliday, M. A. K. The Language of Science, Vol. 5 in the Collected Works of M.A.K. Halliday[C]. In Webster, J. J.(ed.). London: Continuum, 2004.
[23]Halliday, M.A.K. Complementarities in Language[M]. 北京:商务印书馆, 2008.
[24]Halliday, M. A. K, McIntosh, A. & P. Strevens. The Linguistic Sciences and Language Teaching[M]. London: Longman, 1964.
[25]Hasan, R. Language and Education: Learning and Teaching in Society[C]. London: Equinox, 2011.
[26]Huckin, T. N & L. A. Olsen. Technical Writing and Professional Communication: For Nonnative Speakers of English (2nd edn.)[M]. New York & London: McGraw-Hill, 1991.
[27]Hyland, K. Disciplinary Discourses: Social Interactions in Academic Writing[M]. Michigan: University of Michigan Press, 2004.
[28]Hyland, K. English for Academic Purposes: An Advanced Resource Book[M]. London & New York: Routledge, 2006.
[29]Hyland, K. Academic Discourse: English in a Global Context[M]. London: Continuum, 2009.
[30]Hyland, K. Disciplinary Identities: Individuality and Community in Academic Discourse[M]. Cambridge: Cambridge University Press, 2012.
[31]Hyland, K. & P. Shaw. The Routledge Handbook of English for Academic Purposes[M]. London: Routledge, 2016.
[32]Leaver, B. & Shekhtman, B. Developing Professional-Level Language Proficiency[M]. Cambridge: Cambridge University Press, 2002.
[33]Martin, J. R. Technicality and abstraction: Language for the creation of specialized texts[A]. In Halliday, M. A. K. & J. R. Martin.(eds.). Writing Science: Literacy and Discourse Power[C]. London & Washington D.C.:The Falmer Press,1993: 223-241.
[34]Martin, J. R. From little things big things grow: Ecogenesis in school geography[A]. In Coe, R., Lingard, L. & T. Teslenko. (eds.).The Rhetoric and Ideology of Genre: Strategies for Stability and Change[C]. Hampton Press, 2002: 243-271.
[35]Martin, J. R. Language in Education, Vol. 7 in the Collected Works of J.R. Martin[C]. In Wang Zhenhua.(ed.). Shanghai: Shanghai Jiao Tong University Press, 2012.
[36]Martin, J. R. & D. Rose. Learning to Write, Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School[M]. London: Equinox, 2008.
[37]Matthiessen, C. Applying systemic functional linguistics in healthcare contexts[J]. Text & Talk, 2013(4-5): 437-466.
[38]O’Halloran, K. L. Classroom discourse in mathematics: A multisemiotic analysis[J]. Linguistics and Education, 2000,10(3): 359-388.
[39]Ravelli, L. J. & R. A. Ellis.(eds.). Analysing Academic Writing: Contextual Frameworks[C]. London & New York: Continuum, 2005.
[40]Rose, D. & J. R. Martin. Learning to Writing, Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School[M]. London: Equinox, 2012.
[41]Slade, D., Scheeres, H., Manidis, M., Iedema, R., Dunston, R., Stein-Parbury, J., Matthiessen, C., Herke, M. & McGregor, J. Emergency communication: The discursive challenges facing emergency clinicians and patients in hospital emergency departments[J]. Discourse & Communication, 2008(3): 271-298.
[42]Sriniwass, S. Knowledge Construction in the Genre of Chemistry Textbooks: A Systemic Functional Perspective (Parts 1 & 2)[M]. Saarbrucken: VDM Verlag Dr. Müller, 2010.
[43]Strevens, P. ESP after twenty years: A re-appraisal[A]. In TickooM(ed.). ESP: State of the Art[C]. Singapore: SEAMEO Regional Language Centre, 1988: 1-13.
[44]Swales, J. Genre Analysis: English in Academic and Research Settings[M]. Cambridge: Cambridge University Press,1990.
[45]Veel, R. The greening of school science: Ecogenesis in secondary classroom[A]. In Martin, J. R. & R. Veel.(eds.). Reading Science: Critical and Functional Perspectives on Discourse of Science[C]. London & New York: Routledge, 1998: 114-151.
[46]Wignell, P. Technicality and abstraction in social science[A]. In Martin, J. R. & R. Veel.(eds.). Reading Science: Critical and Functional Perspectives on Discourse of Science[C]. London & New York: Routledge,1998: 297-326.
[47]蔡基刚. 从通用英语到学术英语——回归大学英语教学本位[J]. 外语与外语教学, 2014(1): 12-17.
[48]陈香兰,徐盛桓,王立非. 商务话语建构模式探讨——广告语篇建构的商务—语言双维度[J]. 外语教学,2011(3): 19-23.
[49]韩宝成. 整体外语教育及其核心理念[J]. 外语教学, 2018(2): 52-56.
[50]胡壮麟. 中国英语教学中的“低效”问题[J]. 国外外语教学, 2002a(4): 3-7.
[51]胡壮麟. 对中国英语教育的若干思考[J]. 外语研究, 2002b(3): 2-5.
[52]黄源深. 英语专业课程必须彻底改革——再谈“思辨缺席[J]. 外语界, 2010(1): 1-16.
[53]彭宣维. 英汉语在语篇组织上的差异[J]. 外语教学与研究, 2000(5): 329-334.
[54]彭宣维. 词汇语法级阶视角下的经验语法隐喻新解[J]. 语言学研究, 2016(2): 59-76.
[55]束定芳. 关于我国外语教育规划与布局的思考[J]. 外语教学与研究, 2013(3): 108-117.
[56]王星,彭宣维. 关于调整英语专业本科课程设置的构想——从硕士研究生对本科教学的评价反观本科教改[J]. 中国外语, 2007(6): 9-14.
[57]曾蕾,尚康康. 学术英语教学与学科英语研究的互动模式探讨[J].西安外国语大学学报, 2018(1): 53-59.
[2] Bernstein, B. Class, Codes and Control: Vol. I: Theoretical Studies towards a Sociology of Language[M]. London & New York: Routledge, 1971.
[3] Bernstein, B. Class, Codes and Control: Vol. IV: The Structuring of Pedagogic Discourse[M]. London & New York: Routledge, 1990.
[4] Bhatia, V. K. Analyzing Genre: Language Use of Professional Settings[M]. London: Longman, 1993.
[5] Christie, F. The development of abstraction in adolescence in subject English[A]. In Schleppegrell, M. J. & M. C. Colombi.(eds.). Developing Advanced Literacy in First and Second Language: Meaning with Power[C]. Mahwah, NJ & London: Lawrence Erlbaum Associates, 2002: 45-66.
[6] Christie, F. Language Education throughout the School Years: A Functional Perspective[M]. Malden, MA & Oxford: Wiley-Blackwell, 2012.
[7] Christie, F. & J. R. Martin.(eds.). Genre and Institutions: Social Processes in the Workplace and School[M]. London & New York: Continuum, 1997.
[8] Coxhead, A. & P. Nation. The specialised vocabulary of English for academic purposes[A]. In Flowerdew, J. & M. Peacock.(eds.). Research Perspectives on English for Academic Purposes[C]. Cambridge: Cambridge University Press, 2001: 239-267.
[9] de Oliveira, L. C. & J. Iddings. Genre Pedagogy across the Curriculum: Theory and Application in U.S. Classrooms and Contexts[M]. London: Equinox, 2014.
[10]Fang, Z. & M. J. Schleppegrell.Reading in Secondary Content Areas: A Language-Based Pedagogy[M]. Ann Arbor: University of Michigan Press, 2008.
[11]Glendinning, E. & R. Howard.Professional English in Use: Medicine[M]. Cambridge: Cambridge University Press, 2007.
[12]Halliday, M. A. K. Linguistics and the teaching of English[A]. In Britton, J. N. (ed.). Talking and Writing: A Handbook for English Teachers[C]. London: Methuen, 1967: 80-90.
[13]Halliday, M. A. K. Language as Social Semiotic: The Social Interpretation of Language and Meaning[M]. London: Edward Arnold, 1978a.
[14]Halliday, M. A. K. Is learning a second language like learning a first language all over again?[A]. In Ingrain, D.E. & T. J. Quinn.(eds.). Language Learning in Australian Society[C]. Melbourne: Australian International Press & Publications Pty, 1978b: 3-19.
[15]Halliday, M. A. K. Language and socialization: Home and school[A]. In Gerot, L., Oldenburg, J. & T. van Leeuwen.(eds.). Language and Socialization, Home and School: Proceedings from the Working Conference on Language in Education[C]. Sydney: Macquarie University, 1988: 1-14.
[16]Halliday, M. A. K. Some grammatical problems in scientific English[J].Australian Review of Applied Linguistics,1989(6): 13-37.
[17]Halliday, M. A. K. General orientation[A]. In Halliday, M. A. K. & J. R. Martin.(eds.). Writing Science: Literacy and Discourse Power[C]. London & Washington D.C.: The Falmer Press, 1993: 2-24.
[18]Halliday, M. A. K. An Introduction to Functional Grammar (2nd edn.)[M]. London: Edward Arnold, 1994.
[19]Halliday, M. A. K. Things and relations: Regrammaticizing experience as technical knowledge[A]. In Martin, J. R. & R. Veel.(eds.). Reading Science: Critical and Functional Perspectives on Discourse of Science[C]. London & New York: Routledge, 1998: 185-235.
[20]Halliday, M. A. K. Language and knowledge: The “unpacking” of text[A]. In Allison, D., Zhiming, L. B. & S. A. Abraham.(eds.).Text in Education and Society[C]. Singapore: SingaporeUniversity Press & World Scientific, 1998b: 157-178.
[21]Halliday, M. A. K. The grammatical construction of scientific knowledge: The framing of the English clause[A]. In Favretti, R. R., Sandi, G. & R. Scazzieri.(eds.). Incommensurability and Translation: Kuhnian Perspectives on Scientific Communication and Theory Change[C]. Cheltenham: Edward Elgar, 1999: 85-116.
[22]Halliday, M. A. K. The Language of Science, Vol. 5 in the Collected Works of M.A.K. Halliday[C]. In Webster, J. J.(ed.). London: Continuum, 2004.
[23]Halliday, M.A.K. Complementarities in Language[M]. 北京:商务印书馆, 2008.
[24]Halliday, M. A. K, McIntosh, A. & P. Strevens. The Linguistic Sciences and Language Teaching[M]. London: Longman, 1964.
[25]Hasan, R. Language and Education: Learning and Teaching in Society[C]. London: Equinox, 2011.
[26]Huckin, T. N & L. A. Olsen. Technical Writing and Professional Communication: For Nonnative Speakers of English (2nd edn.)[M]. New York & London: McGraw-Hill, 1991.
[27]Hyland, K. Disciplinary Discourses: Social Interactions in Academic Writing[M]. Michigan: University of Michigan Press, 2004.
[28]Hyland, K. English for Academic Purposes: An Advanced Resource Book[M]. London & New York: Routledge, 2006.
[29]Hyland, K. Academic Discourse: English in a Global Context[M]. London: Continuum, 2009.
[30]Hyland, K. Disciplinary Identities: Individuality and Community in Academic Discourse[M]. Cambridge: Cambridge University Press, 2012.
[31]Hyland, K. & P. Shaw. The Routledge Handbook of English for Academic Purposes[M]. London: Routledge, 2016.
[32]Leaver, B. & Shekhtman, B. Developing Professional-Level Language Proficiency[M]. Cambridge: Cambridge University Press, 2002.
[33]Martin, J. R. Technicality and abstraction: Language for the creation of specialized texts[A]. In Halliday, M. A. K. & J. R. Martin.(eds.). Writing Science: Literacy and Discourse Power[C]. London & Washington D.C.:The Falmer Press,1993: 223-241.
[34]Martin, J. R. From little things big things grow: Ecogenesis in school geography[A]. In Coe, R., Lingard, L. & T. Teslenko. (eds.).The Rhetoric and Ideology of Genre: Strategies for Stability and Change[C]. Hampton Press, 2002: 243-271.
[35]Martin, J. R. Language in Education, Vol. 7 in the Collected Works of J.R. Martin[C]. In Wang Zhenhua.(ed.). Shanghai: Shanghai Jiao Tong University Press, 2012.
[36]Martin, J. R. & D. Rose. Learning to Write, Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School[M]. London: Equinox, 2008.
[37]Matthiessen, C. Applying systemic functional linguistics in healthcare contexts[J]. Text & Talk, 2013(4-5): 437-466.
[38]O’Halloran, K. L. Classroom discourse in mathematics: A multisemiotic analysis[J]. Linguistics and Education, 2000,10(3): 359-388.
[39]Ravelli, L. J. & R. A. Ellis.(eds.). Analysing Academic Writing: Contextual Frameworks[C]. London & New York: Continuum, 2005.
[40]Rose, D. & J. R. Martin. Learning to Writing, Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School[M]. London: Equinox, 2012.
[41]Slade, D., Scheeres, H., Manidis, M., Iedema, R., Dunston, R., Stein-Parbury, J., Matthiessen, C., Herke, M. & McGregor, J. Emergency communication: The discursive challenges facing emergency clinicians and patients in hospital emergency departments[J]. Discourse & Communication, 2008(3): 271-298.
[42]Sriniwass, S. Knowledge Construction in the Genre of Chemistry Textbooks: A Systemic Functional Perspective (Parts 1 & 2)[M]. Saarbrucken: VDM Verlag Dr. Müller, 2010.
[43]Strevens, P. ESP after twenty years: A re-appraisal[A]. In TickooM(ed.). ESP: State of the Art[C]. Singapore: SEAMEO Regional Language Centre, 1988: 1-13.
[44]Swales, J. Genre Analysis: English in Academic and Research Settings[M]. Cambridge: Cambridge University Press,1990.
[45]Veel, R. The greening of school science: Ecogenesis in secondary classroom[A]. In Martin, J. R. & R. Veel.(eds.). Reading Science: Critical and Functional Perspectives on Discourse of Science[C]. London & New York: Routledge, 1998: 114-151.
[46]Wignell, P. Technicality and abstraction in social science[A]. In Martin, J. R. & R. Veel.(eds.). Reading Science: Critical and Functional Perspectives on Discourse of Science[C]. London & New York: Routledge,1998: 297-326.
[47]蔡基刚. 从通用英语到学术英语——回归大学英语教学本位[J]. 外语与外语教学, 2014(1): 12-17.
[48]陈香兰,徐盛桓,王立非. 商务话语建构模式探讨——广告语篇建构的商务—语言双维度[J]. 外语教学,2011(3): 19-23.
[49]韩宝成. 整体外语教育及其核心理念[J]. 外语教学, 2018(2): 52-56.
[50]胡壮麟. 中国英语教学中的“低效”问题[J]. 国外外语教学, 2002a(4): 3-7.
[51]胡壮麟. 对中国英语教育的若干思考[J]. 外语研究, 2002b(3): 2-5.
[52]黄源深. 英语专业课程必须彻底改革——再谈“思辨缺席[J]. 外语界, 2010(1): 1-16.
[53]彭宣维. 英汉语在语篇组织上的差异[J]. 外语教学与研究, 2000(5): 329-334.
[54]彭宣维. 词汇语法级阶视角下的经验语法隐喻新解[J]. 语言学研究, 2016(2): 59-76.
[55]束定芳. 关于我国外语教育规划与布局的思考[J]. 外语教学与研究, 2013(3): 108-117.
[56]王星,彭宣维. 关于调整英语专业本科课程设置的构想——从硕士研究生对本科教学的评价反观本科教改[J]. 中国外语, 2007(6): 9-14.
[57]曾蕾,尚康康. 学术英语教学与学科英语研究的互动模式探讨[J].西安外国语大学学报, 2018(1): 53-59.