语篇衔接理论在高中外语阅读教学中的应用研究
|
摘要
阅读教学在提高学生综合运用语言的能力方面起着重要的作用。然而,长期以来,英语教学以词汇、语法为教学重点,导致学生语篇能力薄弱,制约了学生英语水平的提高,限制了学生综合运用语言交际的能力。怎样改变目前这种教学现状,从而提高学生综合运用语言的能力?笔者认为用语篇分析中的相关理论——语篇衔接理论——指导外语阅读课堂教学是一种切实可行的有效途径。
首先,笔者对语篇衔接理论的来源及相关理论作了介绍,并用实例探讨了各种衔接手段的意义及识别策略。接着,笔者回顾了国内外研究现状,发现涉及到语篇衔接的文献,很多是来自对高校的研究,还有些只是涉及衔接手段的某一方面,这些理念不能直接用来指导高中外语课堂教学。笔者就以“语篇衔接理论在高中外语阅读教学中的应用研究”为题,以期从理论和实践相结合,探索出一条提高阅读课堂教学效果的途径。
在实验前,笔者通过对近年来英语高考阅读试题的分析发现,高考试题侧重对文章整体的考查;对学生的阅读速度也提出了更高的要求;并且要求学生具有一定的逻辑推理能力及词汇处理能力。接着,笔者对本校学生进行了有关高中生阅读现状的问卷调查,并针对学生在阅读中存在的问题从教师和学生两方面进行了分析。通过调查发现我校学生在阅读中主要存在以下问题:缺乏阅读策略;生词量大;阅读速度慢;不能快速查找主题句及把握中心;教师侧重语法、词汇教学,忽视对学生语篇分析能力的培养。针对以上对高考试题的分析和问卷调查,笔者认为运用语篇衔接理论指导阅读教学,可以提高阅读效率及课堂教学效果。问卷调查之后,笔者又提出了以语篇衔接理论指导高中英语阅读教学的策略。最后,为验证此假设,笔者进行了为期半年的教学实验。
在实验过程中,笔者对实验班采用新的教学模式—以语篇衔接理论指导阅读课堂教学,另一班为对照班,采用以词汇和语法教学为主的传统教学模式。这两班除了教学方式不同之外,两班原始成绩持平,所用教材和配套练习资料完全相同,授课时间相同。在实验过程中,笔者首先将语篇衔接理论的基本知识传授给学生,增强他们的语篇意识,引导学生识别各类衔接手段;第二阶段,运用语篇衔接理论对课文的篇章构成进行分析;第三阶段,巩固语篇衔接知识,逐渐培养学生自主语篇分析能力。实验结果表明,运用语篇衔接理论指导高中外语课堂教学在一定程度上改善了学生的英语阅读能力。同时,增强了他们的语篇意识及阅读策略意识,提高了阅读的速度,大大增强了学生学习英语的兴趣及学习的自信心。
Reading plays an important role in improving the comprehensive language competence. However, in traditional English educational systems for many years, more importance has been attached to lexical teaching and grammatical teaching which has caused the weak discourse analysis competence of students. And it also has limited the students' English level and influenced their improvement of comprehensive language competence in English learning. How can we change the current situations and improve students' competence? The author suggests that the Discourse Cohesion Theory, which is related to Discourse Analysis Theory, is an applicable approach to instruct the reading teaching in senior high school.
First the author gives an introduction of the origin of Discourse Cohesion Theory and the related concepts. And then the author introduces the types of cohesion and shows how to distinguish them by using the examples. Then the author reviews the relevant literature and research at home and abroad, finding that some researches made by the earlier generation are intended for college teaching, some are only related to one of the types of cohesion. These cannot be directly applied to guide class teaching in senior high school. So the author offers the article, with the title of an Applied Study of Cohesion Theory into English Reading Class in Senior High School, hoping to combine theory with practice to explore a way of improving students' reading competence in senior high school.
Before the experiment, first the author has analyzed the college entrance exam papers in recent years, finding out the following features in them and what abilities students are required in reading process:
1) The exam focuses on the check of students' discourse analysis competence;
2) The reading materials are becoming larger and larger, which means that the higher speed is required in reading;
3) It also requires that students should be equipped with the competences of inferring from the co-text and dealing with vocabulary.
Then a questionnaire has been designed to examine the problems in reading class. According to the questionnaire, the author analyzes the main reasons from two aspects of both teachers and students. The problems are as follows: students are lack of reading strategy; there is a low speed in reading process; There are so many words unknown to students in the reading process that they has influenced students' reading comprehension; students cannot get the main idea quickly during the reading which also leads to the low efficiency. Teachers centre on grammatical and lexical teaching but ignore the cultivation of students discourse analysis competence.
Based on the analysis of the college entrance exam papers and the questionnaire, the author suggests that using the discourse cohesion theory to instruct reading teaching can promote the reading efficiency. Following the survey, the author has put forward the strategy of using the discourse cohesion theory to instruct English reading teaching. Finally, to verify the hypothesis, the author has conducted a teaching experiment for half a year.
During the experiment, the author adopts the new approach, that is, the discourse cohesion theory, to guide the reading class teaching in the experimental class, while the control class employs the traditional instruction approach, which centres on lexical teaching and grammatical teaching. Except that the teaching approaches are of great differences, the two classes have the identical teaching material and exercise materials to go with the reading and the time for teaching is also equal, and the students in the two classes are also at the same level before the teaching experiment. The experiment is divided into three stages: In the first period, the basic knowledge of discourse cohesion theory is introduced to students to improve the students' discourse awareness, and the author also instructs the students how to distinguish all types of cohesion by giving good examples; In the second period, the author analyzes the structure of discourse in text interpretation by using the discourse cohesion theory; In the third period, the author consolidates the discourse cohesion theory by means of doing exercises once a week and gradually cultivates students' discourse analysis competence by themselves. According to the results, the students' English reading competence can be improved by using discourse cohesion theory to instruct the reading class teaching in senior high school during the experiment, meanwhile, the students also strengthen their discourse awareness and strategy awareness, and their reading speed is also improved. And we also find that students have more interest and confidence in reading.
首先,笔者对语篇衔接理论的来源及相关理论作了介绍,并用实例探讨了各种衔接手段的意义及识别策略。接着,笔者回顾了国内外研究现状,发现涉及到语篇衔接的文献,很多是来自对高校的研究,还有些只是涉及衔接手段的某一方面,这些理念不能直接用来指导高中外语课堂教学。笔者就以“语篇衔接理论在高中外语阅读教学中的应用研究”为题,以期从理论和实践相结合,探索出一条提高阅读课堂教学效果的途径。
在实验前,笔者通过对近年来英语高考阅读试题的分析发现,高考试题侧重对文章整体的考查;对学生的阅读速度也提出了更高的要求;并且要求学生具有一定的逻辑推理能力及词汇处理能力。接着,笔者对本校学生进行了有关高中生阅读现状的问卷调查,并针对学生在阅读中存在的问题从教师和学生两方面进行了分析。通过调查发现我校学生在阅读中主要存在以下问题:缺乏阅读策略;生词量大;阅读速度慢;不能快速查找主题句及把握中心;教师侧重语法、词汇教学,忽视对学生语篇分析能力的培养。针对以上对高考试题的分析和问卷调查,笔者认为运用语篇衔接理论指导阅读教学,可以提高阅读效率及课堂教学效果。问卷调查之后,笔者又提出了以语篇衔接理论指导高中英语阅读教学的策略。最后,为验证此假设,笔者进行了为期半年的教学实验。
在实验过程中,笔者对实验班采用新的教学模式—以语篇衔接理论指导阅读课堂教学,另一班为对照班,采用以词汇和语法教学为主的传统教学模式。这两班除了教学方式不同之外,两班原始成绩持平,所用教材和配套练习资料完全相同,授课时间相同。在实验过程中,笔者首先将语篇衔接理论的基本知识传授给学生,增强他们的语篇意识,引导学生识别各类衔接手段;第二阶段,运用语篇衔接理论对课文的篇章构成进行分析;第三阶段,巩固语篇衔接知识,逐渐培养学生自主语篇分析能力。实验结果表明,运用语篇衔接理论指导高中外语课堂教学在一定程度上改善了学生的英语阅读能力。同时,增强了他们的语篇意识及阅读策略意识,提高了阅读的速度,大大增强了学生学习英语的兴趣及学习的自信心。
Reading plays an important role in improving the comprehensive language competence. However, in traditional English educational systems for many years, more importance has been attached to lexical teaching and grammatical teaching which has caused the weak discourse analysis competence of students. And it also has limited the students' English level and influenced their improvement of comprehensive language competence in English learning. How can we change the current situations and improve students' competence? The author suggests that the Discourse Cohesion Theory, which is related to Discourse Analysis Theory, is an applicable approach to instruct the reading teaching in senior high school.
First the author gives an introduction of the origin of Discourse Cohesion Theory and the related concepts. And then the author introduces the types of cohesion and shows how to distinguish them by using the examples. Then the author reviews the relevant literature and research at home and abroad, finding that some researches made by the earlier generation are intended for college teaching, some are only related to one of the types of cohesion. These cannot be directly applied to guide class teaching in senior high school. So the author offers the article, with the title of an Applied Study of Cohesion Theory into English Reading Class in Senior High School, hoping to combine theory with practice to explore a way of improving students' reading competence in senior high school.
Before the experiment, first the author has analyzed the college entrance exam papers in recent years, finding out the following features in them and what abilities students are required in reading process:
1) The exam focuses on the check of students' discourse analysis competence;
2) The reading materials are becoming larger and larger, which means that the higher speed is required in reading;
3) It also requires that students should be equipped with the competences of inferring from the co-text and dealing with vocabulary.
Then a questionnaire has been designed to examine the problems in reading class. According to the questionnaire, the author analyzes the main reasons from two aspects of both teachers and students. The problems are as follows: students are lack of reading strategy; there is a low speed in reading process; There are so many words unknown to students in the reading process that they has influenced students' reading comprehension; students cannot get the main idea quickly during the reading which also leads to the low efficiency. Teachers centre on grammatical and lexical teaching but ignore the cultivation of students discourse analysis competence.
Based on the analysis of the college entrance exam papers and the questionnaire, the author suggests that using the discourse cohesion theory to instruct reading teaching can promote the reading efficiency. Following the survey, the author has put forward the strategy of using the discourse cohesion theory to instruct English reading teaching. Finally, to verify the hypothesis, the author has conducted a teaching experiment for half a year.
During the experiment, the author adopts the new approach, that is, the discourse cohesion theory, to guide the reading class teaching in the experimental class, while the control class employs the traditional instruction approach, which centres on lexical teaching and grammatical teaching. Except that the teaching approaches are of great differences, the two classes have the identical teaching material and exercise materials to go with the reading and the time for teaching is also equal, and the students in the two classes are also at the same level before the teaching experiment. The experiment is divided into three stages: In the first period, the basic knowledge of discourse cohesion theory is introduced to students to improve the students' discourse awareness, and the author also instructs the students how to distinguish all types of cohesion by giving good examples; In the second period, the author analyzes the structure of discourse in text interpretation by using the discourse cohesion theory; In the third period, the author consolidates the discourse cohesion theory by means of doing exercises once a week and gradually cultivates students' discourse analysis competence by themselves. According to the results, the students' English reading competence can be improved by using discourse cohesion theory to instruct the reading class teaching in senior high school during the experiment, meanwhile, the students also strengthen their discourse awareness and strategy awareness, and their reading speed is also improved. And we also find that students have more interest and confidence in reading.
引文
Firth,J.R.Papers in Linguistic[C].Oxford:Oxford University Press,1957.
Halliday,M.A.K& R.Hasan.Cohesion in English[M].London:Longman,1976.
Halliday,M.A.K.An Introduction to Functional Grammar[M].London:Edward Amold,1985.
Hoey Michel.Patterns of Lexis in Text[M].Oxford:Oxford University Press,1991.
Krashan Stephen.Has Whole Language Failed?[J/OL].12Jan.2000.< http://www.Usc.Edu/dept/education/CMMR>.
Smith.F.Reading[M].Cambridge:Cambridge University Press,2nd edition,1985.
包济平.大学英语阅读教学新思路[J].外语界,1995,(3):26-31.
黄国文.语篇分析概要[M].湖南:湖南教育出版社,1988.
胡壮麟.有关语篇衔接理论多层次模式的思考[J].外国语,1996,(1):1-8.
胡壮麟.语篇的衔接与连贯[M].上海:上海外语教育出版社,1994.
李琳、蔡冰.语篇衔接手段——理论与例析[J].淮南师范学院学报,2003,(6):98-100.
刘辰诞.教学篇章语言学[M].上海:上海外语教育出版社,1999.
刘晓云.衔接理论研究综述[J].湖南第一师范学报,2006,(4):132-133
刘润清译.外语教学与学习:理论与实践[M].北京:高等教育出版社,1995,(21).
谭丽花.语篇衔接视角下英语作文练习的调查与分析[J].中国民航飞学院学报,2007,(2):28-31.
王枫林.阅读理解和语篇分析[J].外语界,1994,(1):71-75.
魏静姝.语篇的衔接和阅读理解[J].外语教学,1996,(1):45-51.
王兴勇.搞好语篇教学,培养阅读理解能力[J].中小学英语教学与研究,1999,(4):20-22.
张德禄.语篇跨级阶、跨层次衔接研究[J].外语与外语教学,2003,(10):4-7.
朱永生、郑立信、苗兴伟.英汉语篇衔接手段对比研究[M].上海:上海外语教育出版社,2001.
Halliday,M.A.K& R.Hasan.Cohesion in English[M].London:Longman,1976.
Halliday,M.A.K.An Introduction to Functional Grammar[M].London:Edward Amold,1985.
Hoey Michel.Patterns of Lexis in Text[M].Oxford:Oxford University Press,1991.
Krashan Stephen.Has Whole Language Failed?[J/OL].12Jan.2000.< http://www.Usc.Edu/dept/education/CMMR>.
Smith.F.Reading[M].Cambridge:Cambridge University Press,2nd edition,1985.
包济平.大学英语阅读教学新思路[J].外语界,1995,(3):26-31.
黄国文.语篇分析概要[M].湖南:湖南教育出版社,1988.
胡壮麟.有关语篇衔接理论多层次模式的思考[J].外国语,1996,(1):1-8.
胡壮麟.语篇的衔接与连贯[M].上海:上海外语教育出版社,1994.
李琳、蔡冰.语篇衔接手段——理论与例析[J].淮南师范学院学报,2003,(6):98-100.
刘辰诞.教学篇章语言学[M].上海:上海外语教育出版社,1999.
刘晓云.衔接理论研究综述[J].湖南第一师范学报,2006,(4):132-133
刘润清译.外语教学与学习:理论与实践[M].北京:高等教育出版社,1995,(21).
谭丽花.语篇衔接视角下英语作文练习的调查与分析[J].中国民航飞学院学报,2007,(2):28-31.
王枫林.阅读理解和语篇分析[J].外语界,1994,(1):71-75.
魏静姝.语篇的衔接和阅读理解[J].外语教学,1996,(1):45-51.
王兴勇.搞好语篇教学,培养阅读理解能力[J].中小学英语教学与研究,1999,(4):20-22.
张德禄.语篇跨级阶、跨层次衔接研究[J].外语与外语教学,2003,(10):4-7.
朱永生、郑立信、苗兴伟.英汉语篇衔接手段对比研究[M].上海:上海外语教育出版社,2001.