语篇衔接连贯理论在高三英语写作中的应用
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摘要
自从二十世纪六十年代以来,不同学派语言学家对语篇的衔接与连贯的研究都越来越关注,但是几乎所有的讨论都围绕街接与连贯的关系展开。篇章衔接连贯理论在外语教学方面的应用却不能令人满意,特别是在高中英语写作教学方面的应用还有很多的空白。大部分的高中英语老师对于培养学生的篇章意识没有给予足够的重视。如何改变这种局面是当前广大高中英语教师面临的一个重要问题。为此,本研究以韩礼德和哈桑的衔接连贯理论为理论依据,试图采用实验的手段,探索应用衔接与连贯理论改进高中英语写作教学。
笔者在研究中采用问卷调查法、举例法、实验法来对语篇的衔接连贯理论、学生的写作现状、本研究所提出的教学模式进行了分析和阐述。
笔者首先对郏县一高高三文科班的全体学生进行了问卷调查;又对实验班和对照班高二下期期末考试中的作文就语篇的衔接与连贯进行了分析。调查和分析结果显示:在目前的高中英语写作教学中,学生普遍感到作文难写且得分偏低,大部分的教师和学生没有对写作中的篇章衔接连贯理论给予应有的重视,且这个问题已经成为学生写作能力提高的障碍。在此基础上,本文以语篇衔接连贯的相关理论为基础,并借鉴了学术界的一些相关研究成果,提出了本文的一个理论假设:将语篇衔接连贯理论应用到当前高中英语写作教学中,以提高学生英语写作水平。希望该方法能解决目前高中英语书面表达教学中存在的一些问题,如:文章结构散乱,指称混乱,意义模糊,行文啰嗦,连接词误用等。
然后,作者从语篇这个基本概念出发,阐述了语篇与连贯的基本理论。首先对“篇章”以及“衔接”、“连贯”分别从篇章功能的角度下了定义,然后对语法衔接,词汇衔接、逻辑衔接及段落连贯的实质做了详细的说明。
英语写作能力的培养对高中英语教学有重要意义,如何运用语篇衔接连贯理论有效地提高学生的写作能力是一个很关键的问题,本文对此特别关注。本文作者在所执教的高三年级的两个班中进行了为期四个月的教学实验。在实验中,两个班的练习数量基本相等,授课时数一样。作者设计一个新的教学模式“衔接连贯知识介绍——例句或范文分析——学生练习——学生习作评批”,这个模式只在实验班使用。也就是说,在实验中,我们只向实验组讲授关于英语语篇衔接连贯的知识。实验的结果表明:把衔接连贯理论应用到写作教学后,学生能较好地从语篇角度来写作,在构建连贯篇章方面有较大的提高,从而证明应用语篇衔接与连贯理论指导目前高中英语写作教学有较好的效果。
在以上分析、研究及实验的基础上,笔者对本文进行了总结,做出了本实验的结论:高三英语教学中应用语篇衔接和连贯知识提高学生写作能力和英语作文质量是可行的和有效的。最后简单阐述了本实验的局限性。
Since 1960s', textual cohesion and coherence has attracted growing attention from linguists of different schools. However, the theory has given rise to a lot of controversies, centering on the relation between cohesion and coherence. Its application to foreign language teaching is by far not satisfactory, especially in foreign language writing teaching. Most of the teachers in high schools haven't taken the cultivation of textual sense seriously. Consequently, how to change the situation in writing teaching is just one of the main issues the English teachers have to encounter in high schools. In this case, the thesis is intented to engage in empirical study to improve the high school students' English writing.
Research methods used in the thesis are questionnaire, citing examples and experiment with which the writer analyzes and expounds the theory of cohesion and coherence, the present situation of the students' writing and the suggested teaching mode.
Firstly, the writer performed a questionnaire survey where the subjects were all the students of Grade Three (oriented to liberal arts) in Jiaxian No. 1 Middle School and analyzes the cohesion and coherence in the students' compositions that were written during the final examination of the second term of the second school year. The results of the questionnaires and the analysis show that all the students found it difficult to achieve a high score in writing and that most of the teachers and students don't take the textual cohesion and coherence seriously in writing and teaching practice. The problems have become a great obstacle to the developing of students' writing competence. Based on the theory of textual cohesion and coherence and some research achievements gained from home and abroad, the thesis puts forward a hypothesis: combining the cohesion and coherence theory with the writing teaching and learning in high schools to improve the students' English writing competence, hoping to solve the present problems in the writing practice, i.e. disorder of structure, confusing reference, ambiguity of meaning, wordy sentences, misuse of conjunctions, etc.
Secondly, starting from the concept of text, the writer expounds the basic theory of textual cohesion and coherence. The thesis defines the concept of cohesion and coherence from the perspective of the textual function. Then the writer expounds the nature of grammatical cohesion, lexical cohesion, conjunction and the coherence of a paragraph in details.
It is of great importance to develop the students' writing ability in English teaching in high school. How to improve the students' writing effectively by applying the theory of cohesion and coherence is a very important matter. The thesis focuses on this topic. Throughout the four-month study both classes did about the same amount of work and had the same teaching hours. The writer suggested a new teaching mode, "Introducing the knowledge of cohesion and coherence-Analyzing good examples-Exercising students' writing-Commenting on the students' writing", which was only used in the test class, that is to say, the difference was that in a control and test class design, we carried out two teaching plans where only the test class received the knowledge and training of cohesion and coherence, while the control class didn't. The analysis of the result of the study indicates that instruction on the cohesion and coherence theory has significantly improved the writing proficiency of the students.
From the above analysis, the thesis comes to a conclusion that it is workable and effective to apply the theory of textual cohesion and coherence to the high school English teaching in writing to improve the students' writing competence. Then the writeraddresses the limitation of the thesis.
笔者在研究中采用问卷调查法、举例法、实验法来对语篇的衔接连贯理论、学生的写作现状、本研究所提出的教学模式进行了分析和阐述。
笔者首先对郏县一高高三文科班的全体学生进行了问卷调查;又对实验班和对照班高二下期期末考试中的作文就语篇的衔接与连贯进行了分析。调查和分析结果显示:在目前的高中英语写作教学中,学生普遍感到作文难写且得分偏低,大部分的教师和学生没有对写作中的篇章衔接连贯理论给予应有的重视,且这个问题已经成为学生写作能力提高的障碍。在此基础上,本文以语篇衔接连贯的相关理论为基础,并借鉴了学术界的一些相关研究成果,提出了本文的一个理论假设:将语篇衔接连贯理论应用到当前高中英语写作教学中,以提高学生英语写作水平。希望该方法能解决目前高中英语书面表达教学中存在的一些问题,如:文章结构散乱,指称混乱,意义模糊,行文啰嗦,连接词误用等。
然后,作者从语篇这个基本概念出发,阐述了语篇与连贯的基本理论。首先对“篇章”以及“衔接”、“连贯”分别从篇章功能的角度下了定义,然后对语法衔接,词汇衔接、逻辑衔接及段落连贯的实质做了详细的说明。
英语写作能力的培养对高中英语教学有重要意义,如何运用语篇衔接连贯理论有效地提高学生的写作能力是一个很关键的问题,本文对此特别关注。本文作者在所执教的高三年级的两个班中进行了为期四个月的教学实验。在实验中,两个班的练习数量基本相等,授课时数一样。作者设计一个新的教学模式“衔接连贯知识介绍——例句或范文分析——学生练习——学生习作评批”,这个模式只在实验班使用。也就是说,在实验中,我们只向实验组讲授关于英语语篇衔接连贯的知识。实验的结果表明:把衔接连贯理论应用到写作教学后,学生能较好地从语篇角度来写作,在构建连贯篇章方面有较大的提高,从而证明应用语篇衔接与连贯理论指导目前高中英语写作教学有较好的效果。
在以上分析、研究及实验的基础上,笔者对本文进行了总结,做出了本实验的结论:高三英语教学中应用语篇衔接和连贯知识提高学生写作能力和英语作文质量是可行的和有效的。最后简单阐述了本实验的局限性。
Since 1960s', textual cohesion and coherence has attracted growing attention from linguists of different schools. However, the theory has given rise to a lot of controversies, centering on the relation between cohesion and coherence. Its application to foreign language teaching is by far not satisfactory, especially in foreign language writing teaching. Most of the teachers in high schools haven't taken the cultivation of textual sense seriously. Consequently, how to change the situation in writing teaching is just one of the main issues the English teachers have to encounter in high schools. In this case, the thesis is intented to engage in empirical study to improve the high school students' English writing.
Research methods used in the thesis are questionnaire, citing examples and experiment with which the writer analyzes and expounds the theory of cohesion and coherence, the present situation of the students' writing and the suggested teaching mode.
Firstly, the writer performed a questionnaire survey where the subjects were all the students of Grade Three (oriented to liberal arts) in Jiaxian No. 1 Middle School and analyzes the cohesion and coherence in the students' compositions that were written during the final examination of the second term of the second school year. The results of the questionnaires and the analysis show that all the students found it difficult to achieve a high score in writing and that most of the teachers and students don't take the textual cohesion and coherence seriously in writing and teaching practice. The problems have become a great obstacle to the developing of students' writing competence. Based on the theory of textual cohesion and coherence and some research achievements gained from home and abroad, the thesis puts forward a hypothesis: combining the cohesion and coherence theory with the writing teaching and learning in high schools to improve the students' English writing competence, hoping to solve the present problems in the writing practice, i.e. disorder of structure, confusing reference, ambiguity of meaning, wordy sentences, misuse of conjunctions, etc.
Secondly, starting from the concept of text, the writer expounds the basic theory of textual cohesion and coherence. The thesis defines the concept of cohesion and coherence from the perspective of the textual function. Then the writer expounds the nature of grammatical cohesion, lexical cohesion, conjunction and the coherence of a paragraph in details.
It is of great importance to develop the students' writing ability in English teaching in high school. How to improve the students' writing effectively by applying the theory of cohesion and coherence is a very important matter. The thesis focuses on this topic. Throughout the four-month study both classes did about the same amount of work and had the same teaching hours. The writer suggested a new teaching mode, "Introducing the knowledge of cohesion and coherence-Analyzing good examples-Exercising students' writing-Commenting on the students' writing", which was only used in the test class, that is to say, the difference was that in a control and test class design, we carried out two teaching plans where only the test class received the knowledge and training of cohesion and coherence, while the control class didn't. The analysis of the result of the study indicates that instruction on the cohesion and coherence theory has significantly improved the writing proficiency of the students.
From the above analysis, the thesis comes to a conclusion that it is workable and effective to apply the theory of textual cohesion and coherence to the high school English teaching in writing to improve the students' writing competence. Then the writeraddresses the limitation of the thesis.
引文
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Fitsgerald,J.& Spiegel,D.Textual Cohesion and Coherence in Children's Writing[J]Research in the Teaching of Engllish,1986.(24)48--66
Growhurst,M.Cohesion in Argument and Narration at Three Grades Levels[J]Research in the Teaching of English,1991(21)185--201
Halliday,M.A.K.& Hasan,R.Cohesion in English[M].London:Longman,1976
Halliday,M.A.K.& Hasan,R.Language,Context,and Text[M].London:Deakin University Press.1985
Harweg,R.Pronomina und Textkonstitution.[M]Munich:Fink,1968
Kent,C.A Tagmentic Analysis of Coherence in Writing[A].LanguageTeaching and Research[C].Ins.Hwang & W Merrifield.Beijing:Foreign Language Teaching and Research,1992.68-76.
Lado,Robert.Linguistics across Culturees:Applied Linguistics for Language Teachers.[M].Michigan:University of Michigan Press,1957.
Martin,J.English text:system and Structure Amsterdam:John Benjamins,1992
McCarthy,M.&Carter,R.Language as Discourse.Perspectives for Teaching[M].Cambridge:Cambridge University Press,1994
Widdowson,H.G Explorations in Applied Linguistics[M].上海:上海外语教育出版社,1979
Widdowson,H.G.Linguistics[M].上海:上海外语教育出版社,1996:38
C.巴泽曼,H.S.威纳.英文写作技巧手册[M].北京:世界图书出版公司北京公司,1998:115-132
蔡基刚.英汉写作对比研究[M].上海:复旦大学出版社,2001.
陈颖.衔接:中国学生英语写作中亟待提高的能力--从一份调查得到的启示[J]西北第二民族学院学报,2004,(2):129-132
陈金文.从2006年湖南卷谈谈高考书面表达[J].考试·高考英语,2007(5,6):101-107
陈宗玉.衔接英语语篇的逻辑纽带[J].唐都学刊,1998(4).
崔学梅.中国学生英语作文中连贯与衔接语篇特征的研究[J].天津外国语学院学报,1977(2):46-54
邓流沙.高中学生书面表达中语篇意识的培养[D].华中师范大学,2007
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