中学英语写作教学中修辞发明意识的培养
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摘要
写作是中学英语学习四项基本技能之一，在英语学习中占有重要地位。写作是语言的输出形式，也是思维的过程与结果，它既对思维的形成和发展有着重要作用，又直接反映写作者思维水平的高低，因而如何提高写作能力是研究者长期以来关注的问题。随着写作研究的不断深入，写作的目的不仅限于提高写作者的语言能力，更在于促进思维能力的提升，尤其批判性思维能力的提升，而批判性思维能力在写作中又促进解题能力的提高。虽然目前已有的研究表明，在写作中培养修辞发明意识能够提升批判性思维能力，促发解题能力提高，并最终提高写作水平，但这一方法在中学英语写作教学中的应用是否具有可行性和有效性有待进一步研究。本文试图从修辞发明的角度出发，探讨在中学英语写作教学中通过培养修辞发明意识提升学生批判性思维能力，促发解题能力并最终提高写作水平的可行性和有效性。笔者对高二年级102名学生进行为期11周的写作教学实验，以修辞发明理论为指导，选取五种写作策略用于培养学生修辞发明意识。研究发现，接受相关写作训练的学生在修辞发明意识的影响下总体批判性思维能力及解题能力高于未接受修辞发明意识指导的学生，具体体现为前者的写作成绩优于后者，说明修辞发明意识的培养对学生整体批判性思维能力、写作解题能力及写作水平的提升具有积极作用。
As one of the four basic skills in middle school English learning, writing plays a key rolein English study. It is not only the output of language but also the process and result ofthinking. Writing is vital in the formation and development of thinking, and also reflectswriters’ thinking level. Therefore, the researchers have been thinking about how to improvewriting ability. With the further development of writing researches, the purpose of writing notonly lies in the promotion of writer’s language ability, but also in the promotion of thinkingcompetence. In this process, critical thinking skills should be highly enhanced. Criticalthinking skills in turn can facilitate writing ability. Although the current researches haveshown that having the awareness of rhetorical invention can strengthen critical thinking skills,the ability to understand the requirements and thereby writing ability, a further researchshould be taken to see whether this method is applicable and effective in English writingteaching at the middle school level. This research, designed on the basis of the theories andpractice of rhetorical invention, is to study the effectiveness and validity of implicatingrhetorical invention in English writing to improve the students' critical thinking skills, theability to understand the requirements and thereby their English writing. The empirical studyinvolved in this research is undertaken among the102senior high school students during a11-week semester. Under the guideline of rhetorical invention, five writing strategies areselected to improve student's awareness of rhetorical invention during the experimentalsemester. The study finds that the critical thinking level of the students and their abilities tounderstand the requirements affected by the awareness of rhetorical invention is higher thanthat of the students without rhetorical invention awareness and the writing scores of theformer are therefore higher than that of the latter. Therefore the awareness of rhetoricalinvention is proved to be applicable and effective to improve middle school students' criticalthinking skills, the ability to understand the requirements and thereby writing ability.
As one of the four basic skills in middle school English learning, writing plays a key rolein English study. It is not only the output of language but also the process and result ofthinking. Writing is vital in the formation and development of thinking, and also reflectswriters’ thinking level. Therefore, the researchers have been thinking about how to improvewriting ability. With the further development of writing researches, the purpose of writing notonly lies in the promotion of writer’s language ability, but also in the promotion of thinkingcompetence. In this process, critical thinking skills should be highly enhanced. Criticalthinking skills in turn can facilitate writing ability. Although the current researches haveshown that having the awareness of rhetorical invention can strengthen critical thinking skills,the ability to understand the requirements and thereby writing ability, a further researchshould be taken to see whether this method is applicable and effective in English writingteaching at the middle school level. This research, designed on the basis of the theories andpractice of rhetorical invention, is to study the effectiveness and validity of implicatingrhetorical invention in English writing to improve the students' critical thinking skills, theability to understand the requirements and thereby their English writing. The empirical studyinvolved in this research is undertaken among the102senior high school students during a11-week semester. Under the guideline of rhetorical invention, five writing strategies areselected to improve student's awareness of rhetorical invention during the experimentalsemester. The study finds that the critical thinking level of the students and their abilities tounderstand the requirements affected by the awareness of rhetorical invention is higher thanthat of the students without rhetorical invention awareness and the writing scores of theformer are therefore higher than that of the latter. Therefore the awareness of rhetoricalinvention is proved to be applicable and effective to improve middle school students' criticalthinking skills, the ability to understand the requirements and thereby writing ability.
引文
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Becker, Alton&Richard Young.1986. Toward a Modern Theory of Rhetoric: A TagmemicContribution[M]. New York: Oxford University Press,127.
Benoit, William.1991. Isocrates and Plato on Rhetoric and Rhetorical Education[M]. Rhetoric SocietyQuarterly,21:60-71.
Berthoff, Ann.1981. The Making of Meaning: Metaphors, Models, and Maxims for Writing Teachers[M].Portsmouth: NH: Boynton/Cook Publishers.
Burke, Kenneth.1978. Questions and Answers about the Pentad[J]. College Composition andCommunication,29:330-365.
Lakoff, G&Johnson, M.1980. Metaphors We Live By[M]. Chicago:The University of Chicago Press.
Lauer, Janice. M.2004. Invention in Rhetoric and Composition[M]. Indiana: Parlor Press LCC.
Flower, Linda S&John R. Hayes.1980. The Cognitive of Discovery: Defining a Rhetorical Problem[J].College Composition and Communication,31:21-53.
Elbow, Peter.1986. Embracing Contraries: Explorations in Learning and Teaching[M]. New York: OxfordUP.
Hillocks, George.1982. Inquiry and the Composing Process: Theory and Research[J]. CollegeEnglish,44:659-732.
Larson, Richard.1968. Discovery Through Questioning: A Plan for Teaching Rhetorical Invention[J].College English,30:126-160.
Rohman, Gordon.1965. Pre-writing: The Stage of Discovery in the Writing Process[J]. CollegeComposition and Communication,16:106-118.
Axelrod, Rise B., and Charles R. Cooper.1988. The St. Martin's Guide to Writing[M]. New York: St.Martin's.
Gage,John.1991. A general Theory of the Enthymeme for Advanced Composition[J] Teaching AdvancedComposition. Ed. Katherine H. Adams and John Adams. Portsmouth, NH: Boynton/Cook-Heinemann,161-78.
Emmel,Barbara A.1994. Toward a Pedagogy of the Enthymeme: The Roles of Dialogue[J], Intention andFunction in Shaping Argument. Rhetoric Review13:132-49.
蔡基刚，2003，英汉写作修辞对比[M]。上海：复旦大学出版社。
陈亚平，刘枫，2009，英语学院2008级新批判性思维能力调查[J]。《北外英文学刊》：94-103。
邓志勇，2008，《高级英语写作》[M]。上海：华东师范大学出版社。
段国重，2010，西方文学对外语学习者思辨缺席症的诊疗作用[J]。《山西财经大学学报》（2）：43-47。
胡曙中，2004，《现代英语修辞学》[M]。上海：上海外语教育出版社．
贺滨波，2009，隐喻思维训练对于培养写作能力的影响[J]。《河北理工大学学报》（6）：153-161。
何其莘等，1999，关于外语专业本科教育改革的若干意见[J]。《外语教学与研究》（1）：24-28。
胡文芝，2007，写作中的隐喻思维研究[J]。《成都大学学报（教育科学版）》（12）：110-125。
黄源深，1998，思辨缺席[J]。《外语与外语教学》（7）：1，19。
刘亚猛，2004，《追求象征的力量：关于西方修辞思想的思考》[M]。北京：生活·读书·新知三联书店。
李莉文，2011，英语专业写作评测模式设计：以批判性思维能力培养为导向[J]。《外语与外语教学》（1）：31-35。
李学平，1987，法位学简介[M]．《外语研究》（1）：1-7。
刘娜娜，楚军，2010，隐喻写作教学[J]。《西昌学院学报》（2）：151—156。
刘亚猛，2008，《西方修辞学史》[M]。北京：外语教学与研究出版社。
罗仕国，秦艳，黄宗杰，梁叶丽，孙莉莉，2009，关于本科生批判性思维能力的调查与讨论[J]。《广西教育》（3）:23-25。
潘红，2008，外语专业学生思辨缺席症和批判性思维能力的培养[J]。《黑龙江教育学院学报》（7）：38-40。
祁寿华，2000，《西方写作理论、教学与实践》[M]。上海：上海外语教育出版社。
司显柱等，2006，《英语写作教程》[M].。上海：东华大学出版社。
文秋芳，刘润清，2006，从英语议论文分析大学生抽象思维特点[J]。《外国语》（2）：49-58。
文秋芳，王建卿，2009，构建我国外语类大学生思辨能力量具的理论框架[J]。《外语界》，2009（1）：37-43。
吴克炎，2010，《跨文化交际视域下的修辞学》[M]。北京：北京理工大学出版社。
吴克炎，2011，论思辨缺席与修辞发明[J]。《中国大学教学》（10）：15-17。
英语课程标准研制组，2003，《普通高中英语课程标准（实验）解读》[M]。南京：江苏教育出版社。
徐朝晖，2009，谈英语教学如何攻克“思辨缺席症”[J]。《云南农业大学学报》（5）：90-94。
张国秀，2005，《英语修辞学》[M]。北京：北京交通大学出版社。
赵志勇，2007，浅析中学英语写作的现状及问题[J]。《甘肃科技纵横》（3）：115。
钟尚离，2002，矛盾交织:语言习惯与思辨缺席[J]。《湘潭师范学院学报》（6）：144-146。
Becker, Alton&Richard Young.1986. Toward a Modern Theory of Rhetoric: A TagmemicContribution[M]. New York: Oxford University Press,127.
Benoit, William.1991. Isocrates and Plato on Rhetoric and Rhetorical Education[M]. Rhetoric SocietyQuarterly,21:60-71.
Berthoff, Ann.1981. The Making of Meaning: Metaphors, Models, and Maxims for Writing Teachers[M].Portsmouth: NH: Boynton/Cook Publishers.
Burke, Kenneth.1978. Questions and Answers about the Pentad[J]. College Composition andCommunication,29:330-365.
Lakoff, G&Johnson, M.1980. Metaphors We Live By[M]. Chicago:The University of Chicago Press.
Lauer, Janice. M.2004. Invention in Rhetoric and Composition[M]. Indiana: Parlor Press LCC.
Flower, Linda S&John R. Hayes.1980. The Cognitive of Discovery: Defining a Rhetorical Problem[J].College Composition and Communication,31:21-53.
Elbow, Peter.1986. Embracing Contraries: Explorations in Learning and Teaching[M]. New York: OxfordUP.
Hillocks, George.1982. Inquiry and the Composing Process: Theory and Research[J]. CollegeEnglish,44:659-732.
Larson, Richard.1968. Discovery Through Questioning: A Plan for Teaching Rhetorical Invention[J].College English,30:126-160.
Rohman, Gordon.1965. Pre-writing: The Stage of Discovery in the Writing Process[J]. CollegeComposition and Communication,16:106-118.
Axelrod, Rise B., and Charles R. Cooper.1988. The St. Martin's Guide to Writing[M]. New York: St.Martin's.
Gage,John.1991. A general Theory of the Enthymeme for Advanced Composition[J] Teaching AdvancedComposition. Ed. Katherine H. Adams and John Adams. Portsmouth, NH: Boynton/Cook-Heinemann,161-78.
Emmel,Barbara A.1994. Toward a Pedagogy of the Enthymeme: The Roles of Dialogue[J], Intention andFunction in Shaping Argument. Rhetoric Review13:132-49.
蔡基刚，2003，英汉写作修辞对比[M]。上海：复旦大学出版社。
陈亚平，刘枫，2009，英语学院2008级新批判性思维能力调查[J]。《北外英文学刊》：94-103。
邓志勇，2008，《高级英语写作》[M]。上海：华东师范大学出版社。
段国重，2010，西方文学对外语学习者思辨缺席症的诊疗作用[J]。《山西财经大学学报》（2）：43-47。
胡曙中，2004，《现代英语修辞学》[M]。上海：上海外语教育出版社．
贺滨波，2009，隐喻思维训练对于培养写作能力的影响[J]。《河北理工大学学报》（6）：153-161。
何其莘等，1999，关于外语专业本科教育改革的若干意见[J]。《外语教学与研究》（1）：24-28。
胡文芝，2007，写作中的隐喻思维研究[J]。《成都大学学报（教育科学版）》（12）：110-125。
黄源深，1998，思辨缺席[J]。《外语与外语教学》（7）：1，19。
刘亚猛，2004，《追求象征的力量：关于西方修辞思想的思考》[M]。北京：生活·读书·新知三联书店。
李莉文，2011，英语专业写作评测模式设计：以批判性思维能力培养为导向[J]。《外语与外语教学》（1）：31-35。
李学平，1987，法位学简介[M]．《外语研究》（1）：1-7。
刘娜娜，楚军，2010，隐喻写作教学[J]。《西昌学院学报》（2）：151—156。
刘亚猛，2008，《西方修辞学史》[M]。北京：外语教学与研究出版社。
罗仕国，秦艳，黄宗杰，梁叶丽，孙莉莉，2009，关于本科生批判性思维能力的调查与讨论[J]。《广西教育》（3）:23-25。
潘红，2008，外语专业学生思辨缺席症和批判性思维能力的培养[J]。《黑龙江教育学院学报》（7）：38-40。
祁寿华，2000，《西方写作理论、教学与实践》[M]。上海：上海外语教育出版社。
司显柱等，2006，《英语写作教程》[M].。上海：东华大学出版社。
文秋芳，刘润清，2006，从英语议论文分析大学生抽象思维特点[J]。《外国语》（2）：49-58。
文秋芳，王建卿，2009，构建我国外语类大学生思辨能力量具的理论框架[J]。《外语界》，2009（1）：37-43。
吴克炎，2010，《跨文化交际视域下的修辞学》[M]。北京：北京理工大学出版社。
吴克炎，2011，论思辨缺席与修辞发明[J]。《中国大学教学》（10）：15-17。
英语课程标准研制组，2003，《普通高中英语课程标准（实验）解读》[M]。南京：江苏教育出版社。
徐朝晖，2009，谈英语教学如何攻克“思辨缺席症”[J]。《云南农业大学学报》（5）：90-94。
张国秀，2005，《英语修辞学》[M]。北京：北京交通大学出版社。
赵志勇，2007，浅析中学英语写作的现状及问题[J]。《甘肃科技纵横》（3）：115。
钟尚离，2002，矛盾交织:语言习惯与思辨缺席[J]。《湘潭师范学院学报》（6）：144-146。