系统功能语法与大学英语阅读教学——从其语篇功能及语境观视角
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摘要
一直以来，阅读教学都是中国英语教学的一个重要组成部分。然而，遗憾的是，在过去的几十年，英语阅读教学很是不令人满意。究其原因，教学方法是一个很重要的因素。传统的英语阅读教学方法主要以语言形式、句子结构为中心，且停留在句子层面。在课堂上的阅读活动中，老师把学生看成被动的参与者，学生自己也如此，而不积极运用已有的相关知识、经验去解读阅读材料。针对传统教学方法的弱点，本文试图探索一种更有效的教学方法，那就是从系统功能角度教英语阅读。
首先，本文提出了英语阅读教学存在的问题。在第二章，本文分析了阅读过程的本质。众所周知，阅读的根本目的是获取信息。为了获取信息和领会作者的意图，仅仅有语言知识是相当不够的。有时，其它因素如相关的文化知识，阅读的经验、情景等在解读阅读材料时能起决定性的作用。因此，在剖析阅读过程时，不仅要考虑读者和语篇因素，也要考虑作者、思想的传递方式及语境因素。基于此种观点，本文界定了什么是有效的阅读者。在第三和第四章，本文概述了系统功能语法及其在英语阅读教学中的应用，大部分篇幅用于分别讨论和例证主位结构、信息结构和衔接这三个语篇功能成分及语言语境、情景语境和文化语境这三种语境是如何被应用于英语阅读教学的。最后，笔者采用实验组控制组前后测进行了相关的实证研究。结果表明：将系统功能语法应用于英语阅读教学能显著提高学生的英语阅读理解能力。
Reading teaching has always been an important component of the EFL teaching in China. But unfortunately, for the past decades the reading teaching has been unsatisfactory due to many factors. And the teaching approach is a very important factor. The traditional EFL reading teaching approach is mainly atomistic and form-oriented and the reading teaching only stays at the sentence level. What's worse, during the reading activities in the classroom, both the teachers and students themselves view students as passive participants. In view of the weak points of the traditional teaching approach, this thesis tries to explore a more effective teaching approach to the EFL reading, that is, to teach EFL reading in a systemic functional perspective.
Firstly, the problem of the teaching of the EFL reading is proposed in this thesis. Then in chapter two, the thesis analyzes the nature of reading process. It's well-known that the basic purpose of reading is to get message or information. In order to get the message intended and the writer's intention, only having the language knowledge is quite insufficient. Sometimes other factors, such as the cultural knowledge, the reader's experience and the situational information can play a determining role in the interpretation of a reading material. Not only the reader and the text but the writer and the ways thoughts are conveyed and the contextual factors are taken into consideration in the analysis of the reading process. Based on the analysis the thesis identifies what an effective reader is. In chapter three and chapter four, an overview of the systemic functional grammar and its application to the EFL reading teaching are discussed. The systemic functional grammar views language as social semiotic and interprets language and meaning from social perspective, focusing on the "meaning potential" of language other than its form. Moreover, it regards "text" as a semantic unit and the basic unit of meaning. It is due to this that the systemic functional grammar is of significance to the teaching of EFL reading. A fair amount of space has been given to discussing and illustrating respectively how the three textual components (the thematic structure, the information structure and cohesion) and the three types of context (the linguistic context, the situational context and the cultural context) can be applied to the EFL reading teaching. At last, adopting an Experiment & Control Groups Pretest-Posttest design methodology, this study undertakes an experiment. The results show that teaching EFL reading in this approach can greatly improve students' reading comprehension competence.
首先，本文提出了英语阅读教学存在的问题。在第二章，本文分析了阅读过程的本质。众所周知，阅读的根本目的是获取信息。为了获取信息和领会作者的意图，仅仅有语言知识是相当不够的。有时，其它因素如相关的文化知识，阅读的经验、情景等在解读阅读材料时能起决定性的作用。因此，在剖析阅读过程时，不仅要考虑读者和语篇因素，也要考虑作者、思想的传递方式及语境因素。基于此种观点，本文界定了什么是有效的阅读者。在第三和第四章，本文概述了系统功能语法及其在英语阅读教学中的应用，大部分篇幅用于分别讨论和例证主位结构、信息结构和衔接这三个语篇功能成分及语言语境、情景语境和文化语境这三种语境是如何被应用于英语阅读教学的。最后，笔者采用实验组控制组前后测进行了相关的实证研究。结果表明：将系统功能语法应用于英语阅读教学能显著提高学生的英语阅读理解能力。
Reading teaching has always been an important component of the EFL teaching in China. But unfortunately, for the past decades the reading teaching has been unsatisfactory due to many factors. And the teaching approach is a very important factor. The traditional EFL reading teaching approach is mainly atomistic and form-oriented and the reading teaching only stays at the sentence level. What's worse, during the reading activities in the classroom, both the teachers and students themselves view students as passive participants. In view of the weak points of the traditional teaching approach, this thesis tries to explore a more effective teaching approach to the EFL reading, that is, to teach EFL reading in a systemic functional perspective.
Firstly, the problem of the teaching of the EFL reading is proposed in this thesis. Then in chapter two, the thesis analyzes the nature of reading process. It's well-known that the basic purpose of reading is to get message or information. In order to get the message intended and the writer's intention, only having the language knowledge is quite insufficient. Sometimes other factors, such as the cultural knowledge, the reader's experience and the situational information can play a determining role in the interpretation of a reading material. Not only the reader and the text but the writer and the ways thoughts are conveyed and the contextual factors are taken into consideration in the analysis of the reading process. Based on the analysis the thesis identifies what an effective reader is. In chapter three and chapter four, an overview of the systemic functional grammar and its application to the EFL reading teaching are discussed. The systemic functional grammar views language as social semiotic and interprets language and meaning from social perspective, focusing on the "meaning potential" of language other than its form. Moreover, it regards "text" as a semantic unit and the basic unit of meaning. It is due to this that the systemic functional grammar is of significance to the teaching of EFL reading. A fair amount of space has been given to discussing and illustrating respectively how the three textual components (the thematic structure, the information structure and cohesion) and the three types of context (the linguistic context, the situational context and the cultural context) can be applied to the EFL reading teaching. At last, adopting an Experiment & Control Groups Pretest-Posttest design methodology, this study undertakes an experiment. The results show that teaching EFL reading in this approach can greatly improve students' reading comprehension competence.
引文
Bloor, T. & M. Bloor. 2001. The Functional Analysis of English: A Hallidayan Approach. Beijing: Foreign Language Teaching and Research Press, London: Arnold.
Brown, G. & G. Yule. 2000. Discourse Analysis. Beijing: Foreign Language Teaching and Research Press, Cambridge: Cambridge University Press.
Butler, C.S. 1985. Systemic Linguistics: Theory and Applications London: Batsford.
Celce-Murcia, M. & E. Olshtain. 2000. Discourse and Context in Language Teaching.Cambridge; New York: Cambridge University Press.
Cokely, D. 1992. Interpretation: A Sociolinguistic Model. MD: Linstok Press.
Coulthard, M. 1977. An Introduction to Discourse Analysis. London: Longman.
Eggins, S. 1994. An Introduction to Systemic Functional Linguistics. London: Pinter.
Ellis, R. 1999. The Study of Second Language Acquisition. Shanghai: Shanghai Foreign Languages Education Press.
Fasold, R. 2000. The Sociolinguistics of Language. Beijing: Foreign Language Teaching and Research Press, London: Blackwell.
Fawcett, R. P. & D. Young(eds.) 1988. New Developments in Systemic Linguistics,Vol.2 Theory and Application. London: Pinter.
Firth, J.R. 1962. "A synopsis of linguistic theory", 1930—1955 in J.R. Firth(ed.),Studies in Linguistic Analysis. London: Basil Blackwell.
Halliday, M.A.K. 2000. An Introduction to Functional Grammar(2nd ed.). Beijing: Foreign Language Teaching and Research Press, London: Arnold.
Halliday, M.A.K. 2001. Language as Social Semiotic: The Social Interpretation of Language and Meaning. Beijing: Foreign Language Teaching and Research Press, London: Arnold.
Halliday, M.A.K. & R. Hasan. 1985. Language, Context and Text: Aspects of Language in a Social-semiotic Perspective. Geelong, Vic.: Deakin University Press.
Halliday, M.A.K. & R. Hasan. 2001. Cohesion in English. Beijing: Foreign Language Teaching and Research Press.
Kaplan, R.B.(ed.) 2002. The Oxford Handbook of Applied Linguistics. Oxford: Oxford University Press.
Kress, G. R. (ed.) 1976. Halliday: System and Function in Language. Oxford: Oxford University Press.
Malinowski, B. 1923. "The problem of meaning in primitive languge." Supplement to C.K. Ogden and I.A. Richards, The Meaning of Meaning. New York: Harcourt Brace & World.
Martin, J. R. 1984. "Language, register and genre." Children Writing: reader. Ed. F. Christie. Geelong, Vic.: Deakin University Press.
Martin, J. R. 1992. English Text: System and Structure. Amsterdam: John Benjamins.
Nuttall, C. E. 1982. Teaching Reading Skills in a Foreign Language. London: Heinemann
Saussure, F. De. 2001. Course in General Linguistics. (edited by Baly, C.& Sechehaye,
A.; translated & annotated by Harris, R.) Beijing: Foreign Language Teaching and Research Press, London: Duckworth.
Thompson, G. 2000. Introducing Functional Grammar. Beijing: Foreign Language Teaching and Research Press, London: Arnold.
Van Dijk, T.A. 1977. Text and Context. London: Longman.
Widdowson, H. G. 1978. Teaching Language as Communication. Oxford: Oxford University Press.
Widdowson, H. G. 1999. Aspects of Language Teaching. Shanghai: Shanghai Foreign Languages Education Press.
陈贤纯，1998，《外语阅读教学与心理学》。北京：北京语言文化大学出版社。
冯宗祥、郑树棠，2002，语义单位关系理论与英语篇章教学，《外语与外语教学》 第1期。
韩晓玲，2002，语篇理解与外语阅读，《外语教学》第5期。
何广铿，1995，《英语教学法基础》。广州：暨南大学出版社。
胡壮麟、刘润清、李延福 主编，1988，《语言学教程》。北京：北京大学出版社。
胡壮麟、朱永生、张德禄，1989，《系统功能语法概论》。长沙：湖南教育出版社。
胡壮麟 主编，1990，《语言系统与功能》。北京：北京大学出版社。
胡壮麟，1995，《当代语言理论与应用》。北京：北京大学出版社。
胡壮麟、方琰主编，1997，《功能语言学在中国的进展》。北京：清华大学出版社。
胡壮麟，2000，《功能语法纵横谈》。北京：外语教学与研究出版社。
黄国文，1988，《语篇分析概要》。长沙：湖南教育出版社。
黄国文，2001，《语篇分析的理论与实践》。上海：上海外语教育出版社。
林六辰，2000，阅读理解中的心理语言活动，《解放军外国语学院学报》第4期。
刘辰诞，1999，《教学篇章语言学》。上海：上海外语教育出版社。
鲁忠义，1999，语篇阅读理解的推理机制研究，《心理科学》第3期。
鲁忠义、彭聃龄，2003，《语篇理解研究》。北京：北京语言大学出版社。
裴文，2000，《现代英语语境学》。合肥：安徽大学出版社。
彭宣维，2000，《英汉语篇综合对比》。上海：上海外语教育出版社。
皮连生，1996，《智育心理学》。北京：人民教育出版社。
唐祥金，1997，论英语教学中语篇能力的培养，《山东外语教学》第2期。
王初明、Bill Winser，1996，从系统功能语法看阅读，《现代外语》第4期。
王大伟，1998，英语教学中的重要语篇照应关系，《四川外语学院学报》第1期。
王得杏，1998，《英语话语分析与跨文化交际》。北京：北京语言文化大学出版社。
熊学亮，1999，《认知语用学概论》。上海：上海外语教育出版社。
杨丽，1996，语篇知识在阅读与写作过程中的相关性，《现代外语》第2期。
于晖，2001，语篇体裁结构潜势及其应用，《解放军外国语学院学报》第1期。
张德禄，2001，语篇内部衔接的原则，《解放军外国语学院学报》第6期。
张侨辉，1998，语篇的语境与连贯性，《福建外语》第1期。
张新军、杨慧，2002，主位结构与英语阅读教学，《国外外语教学》第3期。
朱永生、严世清，2001，《系统功能语言学多维思考》。上海：上海外语教育出版社。
朱永生 主编，严世清、苗兴伟 副主编，2002，《世纪之交论功能》。上海：上海外语教育出版社。
Brown, G. & G. Yule. 2000. Discourse Analysis. Beijing: Foreign Language Teaching and Research Press, Cambridge: Cambridge University Press.
Butler, C.S. 1985. Systemic Linguistics: Theory and Applications London: Batsford.
Celce-Murcia, M. & E. Olshtain. 2000. Discourse and Context in Language Teaching.Cambridge; New York: Cambridge University Press.
Cokely, D. 1992. Interpretation: A Sociolinguistic Model. MD: Linstok Press.
Coulthard, M. 1977. An Introduction to Discourse Analysis. London: Longman.
Eggins, S. 1994. An Introduction to Systemic Functional Linguistics. London: Pinter.
Ellis, R. 1999. The Study of Second Language Acquisition. Shanghai: Shanghai Foreign Languages Education Press.
Fasold, R. 2000. The Sociolinguistics of Language. Beijing: Foreign Language Teaching and Research Press, London: Blackwell.
Fawcett, R. P. & D. Young(eds.) 1988. New Developments in Systemic Linguistics,Vol.2 Theory and Application. London: Pinter.
Firth, J.R. 1962. "A synopsis of linguistic theory", 1930—1955 in J.R. Firth(ed.),Studies in Linguistic Analysis. London: Basil Blackwell.
Halliday, M.A.K. 2000. An Introduction to Functional Grammar(2nd ed.). Beijing: Foreign Language Teaching and Research Press, London: Arnold.
Halliday, M.A.K. 2001. Language as Social Semiotic: The Social Interpretation of Language and Meaning. Beijing: Foreign Language Teaching and Research Press, London: Arnold.
Halliday, M.A.K. & R. Hasan. 1985. Language, Context and Text: Aspects of Language in a Social-semiotic Perspective. Geelong, Vic.: Deakin University Press.
Halliday, M.A.K. & R. Hasan. 2001. Cohesion in English. Beijing: Foreign Language Teaching and Research Press.
Kaplan, R.B.(ed.) 2002. The Oxford Handbook of Applied Linguistics. Oxford: Oxford University Press.
Kress, G. R. (ed.) 1976. Halliday: System and Function in Language. Oxford: Oxford University Press.
Malinowski, B. 1923. "The problem of meaning in primitive languge." Supplement to C.K. Ogden and I.A. Richards, The Meaning of Meaning. New York: Harcourt Brace & World.
Martin, J. R. 1984. "Language, register and genre." Children Writing: reader. Ed. F. Christie. Geelong, Vic.: Deakin University Press.
Martin, J. R. 1992. English Text: System and Structure. Amsterdam: John Benjamins.
Nuttall, C. E. 1982. Teaching Reading Skills in a Foreign Language. London: Heinemann
Saussure, F. De. 2001. Course in General Linguistics. (edited by Baly, C.& Sechehaye,
A.; translated & annotated by Harris, R.) Beijing: Foreign Language Teaching and Research Press, London: Duckworth.
Thompson, G. 2000. Introducing Functional Grammar. Beijing: Foreign Language Teaching and Research Press, London: Arnold.
Van Dijk, T.A. 1977. Text and Context. London: Longman.
Widdowson, H. G. 1978. Teaching Language as Communication. Oxford: Oxford University Press.
Widdowson, H. G. 1999. Aspects of Language Teaching. Shanghai: Shanghai Foreign Languages Education Press.
陈贤纯，1998，《外语阅读教学与心理学》。北京：北京语言文化大学出版社。
冯宗祥、郑树棠，2002，语义单位关系理论与英语篇章教学，《外语与外语教学》 第1期。
韩晓玲，2002，语篇理解与外语阅读，《外语教学》第5期。
何广铿，1995，《英语教学法基础》。广州：暨南大学出版社。
胡壮麟、刘润清、李延福 主编，1988，《语言学教程》。北京：北京大学出版社。
胡壮麟、朱永生、张德禄，1989，《系统功能语法概论》。长沙：湖南教育出版社。
胡壮麟 主编，1990，《语言系统与功能》。北京：北京大学出版社。
胡壮麟，1995，《当代语言理论与应用》。北京：北京大学出版社。
胡壮麟、方琰主编，1997，《功能语言学在中国的进展》。北京：清华大学出版社。
胡壮麟，2000，《功能语法纵横谈》。北京：外语教学与研究出版社。
黄国文，1988，《语篇分析概要》。长沙：湖南教育出版社。
黄国文，2001，《语篇分析的理论与实践》。上海：上海外语教育出版社。
林六辰，2000，阅读理解中的心理语言活动，《解放军外国语学院学报》第4期。
刘辰诞，1999，《教学篇章语言学》。上海：上海外语教育出版社。
鲁忠义，1999，语篇阅读理解的推理机制研究，《心理科学》第3期。
鲁忠义、彭聃龄，2003，《语篇理解研究》。北京：北京语言大学出版社。
裴文，2000，《现代英语语境学》。合肥：安徽大学出版社。
彭宣维，2000，《英汉语篇综合对比》。上海：上海外语教育出版社。
皮连生，1996，《智育心理学》。北京：人民教育出版社。
唐祥金，1997，论英语教学中语篇能力的培养，《山东外语教学》第2期。
王初明、Bill Winser，1996，从系统功能语法看阅读，《现代外语》第4期。
王大伟，1998，英语教学中的重要语篇照应关系，《四川外语学院学报》第1期。
王得杏，1998，《英语话语分析与跨文化交际》。北京：北京语言文化大学出版社。
熊学亮，1999，《认知语用学概论》。上海：上海外语教育出版社。
杨丽，1996，语篇知识在阅读与写作过程中的相关性，《现代外语》第2期。
于晖，2001，语篇体裁结构潜势及其应用，《解放军外国语学院学报》第1期。
张德禄，2001，语篇内部衔接的原则，《解放军外国语学院学报》第6期。
张侨辉，1998，语篇的语境与连贯性，《福建外语》第1期。
张新军、杨慧，2002，主位结构与英语阅读教学，《国外外语教学》第3期。
朱永生、严世清，2001，《系统功能语言学多维思考》。上海：上海外语教育出版社。
朱永生 主编，严世清、苗兴伟 副主编，2002，《世纪之交论功能》。上海：上海外语教育出版社。