从语篇功能角度对中国大学生英语作文连贯的研究
摘要
连贯是英语写作教学中的一个重要方面。但长期以来，我国语言学家及语言教师大部分从语法和词汇衔接这些显性衔接手段上研究连贯，而忽略了另外两种促进语篇连贯的隐性衔接手段——主位结构和信息结构。其实，主位结构、信息结构和衔接系统同属语篇功能的三大子系统，三者都可促成语篇的连贯。本文试从这三个方面检测我国大学生目前英语作文中的连贯情况。鉴于学生比较熟悉语法、词汇衔接手段，本文重点论证主位结构和信息结构对写作教学中连贯教学的现实指导意义。
文章分为五个章节。
第一章为引言。介绍语言学界对连贯的研究。提出写作的原因及论文结构。
第二章有针对地介绍语篇功能的三大子系统：主位结构、信息结构和衔接系统，阐述它们与连贯的关系。这章是本研究的理论基础。
第三章是研究的具体方法与研究分析。本次研究包括两个部分：(1)问卷调查。通过对学生和老师的问卷调查，了解目前大学英语写作教学中连贯教学的情况；(2)分析学生作文。按照第二部分列出的主位推进模式理论及连接词语和词汇衔接的分类，统计学生作文中主位推进有误的段落并进行分析，检测出学生在连接词语和词汇衔接方面存在的问题并进行分析。
第四章通过运用主位结构和信息结构的理论修正学生作文中主位安排有误的段落，从而说明主位结构、信息结构理论促进连贯的合理性和可行性。指出它们对连贯教学的意义及加强教师培训的设想。
第五章是结论。
正如在引言中提到的，本文是把语篇功能的三大子系统应用于连贯教学的一次尝试，有些问题还需广大写作教师在实践中作进一步的研究。
Coherence has always been an important aspect in English writing teaching. However, many Chinese linguists and language teachers study coherence mainly from such overt cohesive devices as grammatical and lexical cohesion, while ignoring the other two covert cohesive devices, namely thematic structure and information structure. In fact, thematic structure, information structure and cohesion system are the three systems of textual metafunction in systemic functional grammar. This thesis tries to examine the coherence in present Chinese college students' English compositions from these three aspects. As college students are familiar with the grammatical and lexical cohesion, the thesis focuses on elaborating the guiding effect of thematic structure and information structure to coherence teaching.
The thesis includes five chapters.
Chapter One is an introduction. It portrays the study on coherence both abroad and in China, meanwhile, presents the reason for making this study and the structure of the thesis.
Chapter Two introduces the three systems of textual metafunction: thematic structure, information structure and cohesion. It is the rationale of this study.
Chapter Three concerns the specific methods in the study and data analysis. This study includes two parts: (1) questionnaires conducted to both the students and teachers for the purpose of knowing the status of thematic structure and information structure in present coherence teaching; (2) analyzing fifty college students' English compositions from the aspects of thematic progression patterns, conjunction and lexical cohesion.
Chapter Four proves the feasibility of thematic structure and information structure in ensuring coherence by modifying two problematic paragraphs with confused thematic progression in students' compositions. Meanwhile, I propose to train teachers on the theories of textual metafunction.
Chapter Five is the conclusion.
As I mentioned in the Introduction, this thesis is only a tentative study of applying the three systems in textual metafunction to coherence teaching. I sincerely hope that college teachers can employ these theories in teaching to test their feasibility.
文章分为五个章节。
第一章为引言。介绍语言学界对连贯的研究。提出写作的原因及论文结构。
第二章有针对地介绍语篇功能的三大子系统：主位结构、信息结构和衔接系统，阐述它们与连贯的关系。这章是本研究的理论基础。
第三章是研究的具体方法与研究分析。本次研究包括两个部分：(1)问卷调查。通过对学生和老师的问卷调查，了解目前大学英语写作教学中连贯教学的情况；(2)分析学生作文。按照第二部分列出的主位推进模式理论及连接词语和词汇衔接的分类，统计学生作文中主位推进有误的段落并进行分析，检测出学生在连接词语和词汇衔接方面存在的问题并进行分析。
第四章通过运用主位结构和信息结构的理论修正学生作文中主位安排有误的段落，从而说明主位结构、信息结构理论促进连贯的合理性和可行性。指出它们对连贯教学的意义及加强教师培训的设想。
第五章是结论。
正如在引言中提到的，本文是把语篇功能的三大子系统应用于连贯教学的一次尝试，有些问题还需广大写作教师在实践中作进一步的研究。
Coherence has always been an important aspect in English writing teaching. However, many Chinese linguists and language teachers study coherence mainly from such overt cohesive devices as grammatical and lexical cohesion, while ignoring the other two covert cohesive devices, namely thematic structure and information structure. In fact, thematic structure, information structure and cohesion system are the three systems of textual metafunction in systemic functional grammar. This thesis tries to examine the coherence in present Chinese college students' English compositions from these three aspects. As college students are familiar with the grammatical and lexical cohesion, the thesis focuses on elaborating the guiding effect of thematic structure and information structure to coherence teaching.
The thesis includes five chapters.
Chapter One is an introduction. It portrays the study on coherence both abroad and in China, meanwhile, presents the reason for making this study and the structure of the thesis.
Chapter Two introduces the three systems of textual metafunction: thematic structure, information structure and cohesion. It is the rationale of this study.
Chapter Three concerns the specific methods in the study and data analysis. This study includes two parts: (1) questionnaires conducted to both the students and teachers for the purpose of knowing the status of thematic structure and information structure in present coherence teaching; (2) analyzing fifty college students' English compositions from the aspects of thematic progression patterns, conjunction and lexical cohesion.
Chapter Four proves the feasibility of thematic structure and information structure in ensuring coherence by modifying two problematic paragraphs with confused thematic progression in students' compositions. Meanwhile, I propose to train teachers on the theories of textual metafunction.
Chapter Five is the conclusion.
As I mentioned in the Introduction, this thesis is only a tentative study of applying the three systems in textual metafunction to coherence teaching. I sincerely hope that college teachers can employ these theories in teaching to test their feasibility.
引文
Brooks,C.& Warren, R.P.(1972). Modern Rhetoric. New York: Harcourt Brace Jovanovich.Inc.
Brown,G& Yule, G.. (1983). Discourse Analysis. Cambridge: Cambridge University Press.
Collinge, N. E. (1990). An Encylopedia of Language. London and New York: Routledge.
Collins, P. J. (1991). Cleft and Pseudo-cleft Construction in English. London and New York: Routledge.
Danes, F. (1974). 'Functional sentence perspective and the organization of the text', in Danes, F. (ed.), Papers on Functional Sentence Perspective. The Hague: Mouton.
Enkvist,N.E.(1978). 'Coherence, pseudo-coherence, and non-coherence', in Ostman ,J.O.(ed.), Cohesion and Semantics. Abo, Finland: Abo Akademi Foundation.
Fries, C. (1945). Teaching and Learning English as a Foreign Language. Ann Arbor: The University of Michigan Press.
Fries,P.H. (1983). 'On the status of theme in English: arguments from discourse', Forum Linguisticum 6.1; repr. in revised form in Janos S. Petofi& Emel Sozer(eds.), Micro and Macro Connexity of TEXTS. Hamburg: H.Buske.
Geoff, T. (1996/2000). Introducing Functional Grammar. London: Amold/Beijing: Foreign Language Teaching and Research Press.
Grice, H. (1975). 'Logic and conversation', in Cole, P. & Morgan, J. (eds.), Speech Acts. New York: Academic Press.
Halliday, M.A.K. (1973). Explorations in the Function of Language. London: Edward Arnold.
Halliday, M.A.K. (1976). System and Function in Language, ed. G. R. Kress. London: Oxford University Press.
Halliday, M.A.K.(1978). Language as Social Semiotic: the Social Interpretation of
Language and Meaning. London: Edward Arnold.
Halliday, M.A.K. (1984). 'Language as code and language as behavior: a systemic-functional interpretation of the nature and ontogenesis of dialogue', in Robin Fawcett et al. (eds.), The Semiotics of Culture and Language, vol. 1: Language as Social Semiotic. London and New York: Pinter.
Halliday, M.A.K. (1985, 1994). An Introduction to Functional Grammar. London: Edward Arnold.
Halliday, M.A.K. & Hasan, R. (1976). Cohesion in English. London: Longman.
Halliday, M.A.K. & Hasan, R. (1985). Language, Context and Text: Aspects of Language as a Social-Semantic Perspective. London: Oxford University Press.
Hasan,R. (1984). 'Coherence and cohesive harmony', in J. Flood (ed.), Understanding Reading Comprehension: Cognition, Language and the Structure of Prose. Newark, Del.: International Reading Association.
Leech, G. & Svartvik, J. (1975). A Communicative Grammar of English. London: Longman.
Quirk,R.et al. (1985). A Comprehensive Grammar of English Language. London: Longman.
Reinhart, T. (1980). 'Conditions for text coherence', in Phonetics Today 1 (4).
Rugaleva, A. (1983). 'On typology of lexical cohesion in discourse', in John Morreall (ed.), The Ninth LACUS Forum 1982. Columbia, SC: Hornbeam Press.
Steiner, E. (1991). A Functional Perspective on Language, Action and Interpretation. Berlin and New York: Mouton de Gruyter.
Tench, P. (1990). The Roles of Intonation in English Discourse (Forum Linguisticum 31). Frankfurt: Peter Lang.
Van Dijk, T.A. (1977). Text and Context: Explorations in the Semantics and Pragmatics of Discourse. London: Longman.
Widdowson, H.G.. (1978). Teaching Language as Communication. Oxford: Oxford University Press.
Widdowson, H.G..(1979). Explorations in Applied Linguistics. Oxford: Oxford University Press.
际新仁，(2002)，“话语联系语与英语议论文写作：调查分析”，《外语教学与研究》第5期。
陈治安，刘家荣，文旭主编，(2002)，《英汉对比语用学与英语教学》，北京：外语教学与研究出版社．
程雨民，(1986)，“英语使用中的表面不连贯”，《外国语》第4期。
丁往道、吴冰等，(1994)，《英语写作手册》，北京：外语教学与研究出版社。
董俊虹，(1999)，“大学生英语写作中语篇衔接与连贯的错误分析”，《外语教学》第1期。
胡壮麟，(1994)，《语篇的衔接与连贯》，上海：上海外语教育出版社。
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，(2001)，“语篇分析在教学中的应用”，《外语教学》第1期。
黄国文，(1988)，《语篇分析概要》，长沙：湖南教育出版社。
黄国文，“英语存在过程的主位分析”，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，
黄衍，(1985)，“试论英语主位和述位”，《外国语》第5期。
李长忠，(2002)，“语篇的衔接、连贯与大学英语写作”，《外语与外语教学》第11期。
林纪诚，(1988)，“试论语篇连贯性的条件”，《现代外语》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。
马广惠，(2002)，“中美大学生英语作文中语言特征的对比分析”，《外语教学与研究》第5期。
马静，(2001)，“主位推进、语义衔接与英语写作的连贯性”，《外语教学》第5期。
王全智，(2002)，“也谈衔接、连贯与关联”，《外语学刊》第2期。
武果，(1987)，“也谈篇章的连贯性”，《现代外语》第4期。
项兰，(2002)，“主位推进模式在阅读教学中的应用”，《外语与外语教学》第3期。
徐盛桓，(1982)，“主位与述位”，《外语教学与研究》第1期。
徐盛桓，(1985)，“再论主位与述位”，《外语教学与研究》第4期。
许余龙，(1992)，《对比语言学概论》，上海：上海外语教育出版社。
张德禄，(2000)，“论语篇连贯”，《外语教学与研究》第2期。
赵璞，(1998)，“主位连接和信息处理与英语写作的连贯性”，《外语研究》第2期。
周亚光，(1986)，“篇章连贯性的定量分析”，《现代外语》第4期。
朱永生，(1990)，“主位与信息分布”，《外语教学与研究》第4期。
朱永生，(1995)，“主位推进模式与语篇分析”，《外语教学与研究》第3期．
朱永生，(1997)，“韩礼德的语篇连贯标准—外界的误解与自身的不足”，《外语教学与研究》第1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、郑立信、苗兴伟，(2001)，《英汉语篇衔接手段对比研究》，上海：上海外语教育出版社。
Brown,G& Yule, G.. (1983). Discourse Analysis. Cambridge: Cambridge University Press.
Collinge, N. E. (1990). An Encylopedia of Language. London and New York: Routledge.
Collins, P. J. (1991). Cleft and Pseudo-cleft Construction in English. London and New York: Routledge.
Danes, F. (1974). 'Functional sentence perspective and the organization of the text', in Danes, F. (ed.), Papers on Functional Sentence Perspective. The Hague: Mouton.
Enkvist,N.E.(1978). 'Coherence, pseudo-coherence, and non-coherence', in Ostman ,J.O.(ed.), Cohesion and Semantics. Abo, Finland: Abo Akademi Foundation.
Fries, C. (1945). Teaching and Learning English as a Foreign Language. Ann Arbor: The University of Michigan Press.
Fries,P.H. (1983). 'On the status of theme in English: arguments from discourse', Forum Linguisticum 6.1; repr. in revised form in Janos S. Petofi& Emel Sozer(eds.), Micro and Macro Connexity of TEXTS. Hamburg: H.Buske.
Geoff, T. (1996/2000). Introducing Functional Grammar. London: Amold/Beijing: Foreign Language Teaching and Research Press.
Grice, H. (1975). 'Logic and conversation', in Cole, P. & Morgan, J. (eds.), Speech Acts. New York: Academic Press.
Halliday, M.A.K. (1973). Explorations in the Function of Language. London: Edward Arnold.
Halliday, M.A.K. (1976). System and Function in Language, ed. G. R. Kress. London: Oxford University Press.
Halliday, M.A.K.(1978). Language as Social Semiotic: the Social Interpretation of
Language and Meaning. London: Edward Arnold.
Halliday, M.A.K. (1984). 'Language as code and language as behavior: a systemic-functional interpretation of the nature and ontogenesis of dialogue', in Robin Fawcett et al. (eds.), The Semiotics of Culture and Language, vol. 1: Language as Social Semiotic. London and New York: Pinter.
Halliday, M.A.K. (1985, 1994). An Introduction to Functional Grammar. London: Edward Arnold.
Halliday, M.A.K. & Hasan, R. (1976). Cohesion in English. London: Longman.
Halliday, M.A.K. & Hasan, R. (1985). Language, Context and Text: Aspects of Language as a Social-Semantic Perspective. London: Oxford University Press.
Hasan,R. (1984). 'Coherence and cohesive harmony', in J. Flood (ed.), Understanding Reading Comprehension: Cognition, Language and the Structure of Prose. Newark, Del.: International Reading Association.
Leech, G. & Svartvik, J. (1975). A Communicative Grammar of English. London: Longman.
Quirk,R.et al. (1985). A Comprehensive Grammar of English Language. London: Longman.
Reinhart, T. (1980). 'Conditions for text coherence', in Phonetics Today 1 (4).
Rugaleva, A. (1983). 'On typology of lexical cohesion in discourse', in John Morreall (ed.), The Ninth LACUS Forum 1982. Columbia, SC: Hornbeam Press.
Steiner, E. (1991). A Functional Perspective on Language, Action and Interpretation. Berlin and New York: Mouton de Gruyter.
Tench, P. (1990). The Roles of Intonation in English Discourse (Forum Linguisticum 31). Frankfurt: Peter Lang.
Van Dijk, T.A. (1977). Text and Context: Explorations in the Semantics and Pragmatics of Discourse. London: Longman.
Widdowson, H.G.. (1978). Teaching Language as Communication. Oxford: Oxford University Press.
Widdowson, H.G..(1979). Explorations in Applied Linguistics. Oxford: Oxford University Press.
际新仁，(2002)，“话语联系语与英语议论文写作：调查分析”，《外语教学与研究》第5期。
陈治安，刘家荣，文旭主编，(2002)，《英汉对比语用学与英语教学》，北京：外语教学与研究出版社．
程雨民，(1986)，“英语使用中的表面不连贯”，《外国语》第4期。
丁往道、吴冰等，(1994)，《英语写作手册》，北京：外语教学与研究出版社。
董俊虹，(1999)，“大学生英语写作中语篇衔接与连贯的错误分析”，《外语教学》第1期。
胡壮麟，(1994)，《语篇的衔接与连贯》，上海：上海外语教育出版社。
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，(2001)，“语篇分析在教学中的应用”，《外语教学》第1期。
黄国文，(1988)，《语篇分析概要》，长沙：湖南教育出版社。
黄国文，“英语存在过程的主位分析”，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，
黄衍，(1985)，“试论英语主位和述位”，《外国语》第5期。
李长忠，(2002)，“语篇的衔接、连贯与大学英语写作”，《外语与外语教学》第11期。
林纪诚，(1988)，“试论语篇连贯性的条件”，《现代外语》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。
马广惠，(2002)，“中美大学生英语作文中语言特征的对比分析”，《外语教学与研究》第5期。
马静，(2001)，“主位推进、语义衔接与英语写作的连贯性”，《外语教学》第5期。
王全智，(2002)，“也谈衔接、连贯与关联”，《外语学刊》第2期。
武果，(1987)，“也谈篇章的连贯性”，《现代外语》第4期。
项兰，(2002)，“主位推进模式在阅读教学中的应用”，《外语与外语教学》第3期。
徐盛桓，(1982)，“主位与述位”，《外语教学与研究》第1期。
徐盛桓，(1985)，“再论主位与述位”，《外语教学与研究》第4期。
许余龙，(1992)，《对比语言学概论》，上海：上海外语教育出版社。
张德禄，(2000)，“论语篇连贯”，《外语教学与研究》第2期。
赵璞，(1998)，“主位连接和信息处理与英语写作的连贯性”，《外语研究》第2期。
周亚光，(1986)，“篇章连贯性的定量分析”，《现代外语》第4期。
朱永生，(1990)，“主位与信息分布”，《外语教学与研究》第4期。
朱永生，(1995)，“主位推进模式与语篇分析”，《外语教学与研究》第3期．
朱永生，(1997)，“韩礼德的语篇连贯标准—外界的误解与自身的不足”，《外语教学与研究》第1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、郑立信、苗兴伟，(2001)，《英汉语篇衔接手段对比研究》，上海：上海外语教育出版社。