从完形填空看英语教学中语篇分析的重要性
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摘要
英语对于高职院校的学生而言是一种必备的交际工具。根据《高职高专教育英语课程教学基本要求》规定，英语教学的主要目的是培养具有语言综合能力的应用型人才。完形填空是英语测试中一种综合性语言测试题型，能较客观地反映学生的语言综合能力。但很多学生认为完形填空是英语试题中最难的题型，失分很多，其失误的主要原因是缺乏语篇知识。为此，本文以“从完形填空看英语教学中语篇分析的重要性”为题，对高职英语教学中采用语篇分析法的重要性和必要性进行研究，希望能使高职英语教师的注意力从单一的句型教学转移到语篇层次上来，寻求提高学生语言综合能力的有效途径。
文章采用分析、举例、问卷、访谈、实验的方法，首先阐述了完形填空的理论基础和特点，以及该题型与阅读理解和多项选择题的区别。这些区别的显著特点在于完形填空有语篇语境，既可以在语篇语境中测试语法、词汇，也可以考语篇制约范围语篇层次的考点。然后通过问卷调查及教师访谈了解到高职英语教学中过分强调语法、词汇教学，忽视了语篇分析教学，从而导致了完形填空中大量的失误。紧接着笔者从语篇的衔接与连贯、句际关系、语境和篇章结构等几个方面论述了语篇分析在高职英语教学中的具体应用。最后通过实验验证两种教学法——句型教学法和语篇分析法对学生语言综合能力的影响。
本选题的重点在于：A．研究完形填空测试的特点和学生失误的主要原因；B．研究语篇分析在高职教学中的具体应用，以加强学生的语篇意识，提高其语言综合能力。本选题的创新点在于：从完形填空测试的特点及其常见错误来分析完形填空与语篇分析的关系，把语篇分析的具体内容与完形填空测试结合起来。这样做的原因是因为国内外大多数研究都是从测试学的角度来探讨完形填空的信度和效度，而反映完形填空与语篇分析的联系的研究很少。
⑧糕誉篡
经过理论研究和实验验证，结果得出:高职英语教学应在词汇、语法教
学的基础上，加强语篇分析教学，增加学生的语篇意识，从宏观的角度来分
析理解文章，在语境中学习词汇、语法，在语篇中理解句子的交际功能，有
利于提高学生的语言综合能力，提高学生的完形填空能力。
English is an essential communicative tool for the students in Vocational and Technical College. According to The Syllabus of VTC English Teaching, English language teaching aims at fostering the students' comprehensive English competence and ability to use it. In order to objectively evaluate this ability, cloze, a comprehensive test item with rather high validity in recent years, is very workable and effective. However, most students reckon that colze is the most difficult item to handle in the examination, and lose a lot of marks in it. The failure in cloze is mainly due to lack of discourse knowledge. Therefore, it becomes the title of this thesis "On the Significance of Discourse Analysis in English Teaching --From a Perspective of Cloze Test", and its importance and necessity in VTC English teaching will be discussed. It is hoped that this study will call the VTC English teachers' attentions to the importance of discourse analysis, helping them shift from the sentence-oriented approach to the discourse
-oriented approach so as to "enhance" the students' comprehensive language competence.
To attain its goal, this dissertation, by means of analysis, citing examples, questionnaire, interview and experiment, outlines first of all the theoretical bases and features of cloze, together with the differences between cloze and reading comprehension, and differences between cloze and multiple choice. Such differences mainly consist in the fact that cloze exists in discourse context, and it can help test not only grammar and vocabulary in the light of discourse context, but also many other points at the discourse level. Then aided by students' questionnaire and teachers' interview, the paper makes it explicit that in VTC English teaching emphasis is put on the teaching of grammar and vocabulary rather than discourse analysis, resulting in poor marks in cloze. It then discusses how to apply the theory of discourse analysis to the VTC English teaching in
detail with special reference to such things as cohesion and coherence, inter-sentential relation, context and text structure. Its last part is the report of the experiment made on the sentence-oriented approach and discourse-oriented approach and the result analysis.
The key points of this thesis are: A. Studying the features of cloze test and the main causes of students' errors in the cloze test. B. Applying discourse analysis to VTC English teaching, in order to strengthen students' discourse analysis and improve their comprehensive language ability. The original ideas of this paper are: studying the features of the cloze test and the main causes of students' errors in the cloze test to analyze the relation between cloze and discourse, putting the theory of discourse analysis into the practice of cloze test. One reason for doing so is that most researches on cloze are often carried out from the perspective of test focusing on its validity and reliability both at home and abroad, without much done on the relation between discourse analysis and cloze.
In the end, the thesis comes to a conclusion that the discourse-oriented approach should be strengthened in VTC English teaching because it can help the students learn grammar and vocabulary in the discourse context, get to know the communicative function of the sentences in discourse, understand the text structure and finally develop the comprehensive language competence and enhance the students' ability in cloze.
文章采用分析、举例、问卷、访谈、实验的方法，首先阐述了完形填空的理论基础和特点，以及该题型与阅读理解和多项选择题的区别。这些区别的显著特点在于完形填空有语篇语境，既可以在语篇语境中测试语法、词汇，也可以考语篇制约范围语篇层次的考点。然后通过问卷调查及教师访谈了解到高职英语教学中过分强调语法、词汇教学，忽视了语篇分析教学，从而导致了完形填空中大量的失误。紧接着笔者从语篇的衔接与连贯、句际关系、语境和篇章结构等几个方面论述了语篇分析在高职英语教学中的具体应用。最后通过实验验证两种教学法——句型教学法和语篇分析法对学生语言综合能力的影响。
本选题的重点在于：A．研究完形填空测试的特点和学生失误的主要原因；B．研究语篇分析在高职教学中的具体应用，以加强学生的语篇意识，提高其语言综合能力。本选题的创新点在于：从完形填空测试的特点及其常见错误来分析完形填空与语篇分析的关系，把语篇分析的具体内容与完形填空测试结合起来。这样做的原因是因为国内外大多数研究都是从测试学的角度来探讨完形填空的信度和效度，而反映完形填空与语篇分析的联系的研究很少。
⑧糕誉篡
经过理论研究和实验验证，结果得出:高职英语教学应在词汇、语法教
学的基础上，加强语篇分析教学，增加学生的语篇意识，从宏观的角度来分
析理解文章，在语境中学习词汇、语法，在语篇中理解句子的交际功能，有
利于提高学生的语言综合能力，提高学生的完形填空能力。
English is an essential communicative tool for the students in Vocational and Technical College. According to The Syllabus of VTC English Teaching, English language teaching aims at fostering the students' comprehensive English competence and ability to use it. In order to objectively evaluate this ability, cloze, a comprehensive test item with rather high validity in recent years, is very workable and effective. However, most students reckon that colze is the most difficult item to handle in the examination, and lose a lot of marks in it. The failure in cloze is mainly due to lack of discourse knowledge. Therefore, it becomes the title of this thesis "On the Significance of Discourse Analysis in English Teaching --From a Perspective of Cloze Test", and its importance and necessity in VTC English teaching will be discussed. It is hoped that this study will call the VTC English teachers' attentions to the importance of discourse analysis, helping them shift from the sentence-oriented approach to the discourse
-oriented approach so as to "enhance" the students' comprehensive language competence.
To attain its goal, this dissertation, by means of analysis, citing examples, questionnaire, interview and experiment, outlines first of all the theoretical bases and features of cloze, together with the differences between cloze and reading comprehension, and differences between cloze and multiple choice. Such differences mainly consist in the fact that cloze exists in discourse context, and it can help test not only grammar and vocabulary in the light of discourse context, but also many other points at the discourse level. Then aided by students' questionnaire and teachers' interview, the paper makes it explicit that in VTC English teaching emphasis is put on the teaching of grammar and vocabulary rather than discourse analysis, resulting in poor marks in cloze. It then discusses how to apply the theory of discourse analysis to the VTC English teaching in
detail with special reference to such things as cohesion and coherence, inter-sentential relation, context and text structure. Its last part is the report of the experiment made on the sentence-oriented approach and discourse-oriented approach and the result analysis.
The key points of this thesis are: A. Studying the features of cloze test and the main causes of students' errors in the cloze test. B. Applying discourse analysis to VTC English teaching, in order to strengthen students' discourse analysis and improve their comprehensive language ability. The original ideas of this paper are: studying the features of the cloze test and the main causes of students' errors in the cloze test to analyze the relation between cloze and discourse, putting the theory of discourse analysis into the practice of cloze test. One reason for doing so is that most researches on cloze are often carried out from the perspective of test focusing on its validity and reliability both at home and abroad, without much done on the relation between discourse analysis and cloze.
In the end, the thesis comes to a conclusion that the discourse-oriented approach should be strengthened in VTC English teaching because it can help the students learn grammar and vocabulary in the discourse context, get to know the communicative function of the sentences in discourse, understand the text structure and finally develop the comprehensive language competence and enhance the students' ability in cloze.
引文
Anderson, R. et al. Schooling and the Acquisition of Knowledge [M]. Hillsdale, N. J., 1997.
Halliday, M. A. K. and R. Hason. Cohesion in English [M]. London: Longman, 1976.
Oller, John W., Jr. Language Tests at School [M]. London: Longman Group Limited, 1979.
Taylor, Wilson. "'Cloze Procedure': a New Tool for Measuring Readability" in Journalism Quarterly [J]. Vol. 30, 1953.
北京师范大学外语系课题组．完形填空的变体与常用CLOZE题型研究[J]．中小学外语教学，2000，(3)：1-4．
高兰生 et al．英语测试论[M]．广西：广西教育出版社，1996．
韩宝成．外语教学科研中的统计方法[M]．北京：外语教学与研究出版社，2000．
胡壮麟．语篇的衔接与连贯[M]．上海：上海外语教育出版社，1994．
胡壮麟．语篇分析在教学中的应用[J]．外语教学，2001，(1)：3-10．
黄国文．语篇分析概要[Z]．湖南：湖南教育出版社，1988．
李筱菊．语言测试科学与艺术[M]．湖南：湖南教育出版社，1997．
刘辰诞．教学篇章语言学[M]．上海：上海外语教育出版社，1999．
刘润清 et al．语言测试和它的方法[M]．北京：外语教学与研究出版社，2000．
马博森．阅读教学中的话语分析模式[J]．外语教学与研究，1995，(3)：56-60．
王初明 et al．背景知识与语言难度在英语阅读理解中的作用[J]．外语教学与研究，1988，(2)．
王枫林．阅读理解和语篇分析[J]．外国界，1994，(1)：19-23．
王宗炎．英汉应用语言学词典[Z]．湖南：湖南教育出版社，1988．
王佐良 et al．英语文体学引论[Z]．北京：外语教学与研究出版社，1987．
武尊民．英语测试的理论与实践[M]．北京：外语教学与研究出版社，2002．
徐赳赳．话语分析二十年[J]．外语教学与研究，1995，(1)：14-20．
许迎军．语篇结构分析教学对英语阅读能力的影响[J]．解放军外国语学院学报，2001，(2)．
杨小微 et al．教育研究的理论与方法[Z]．湖北：湖北教育出版社，1994．
喻爱菊．多项选择答案对Cloze Test的影响[J]．外语教学与研究，1990，(1)：19-26．
张国杨 et al．外语教育语言学[M]．广西：广西教育出版社，1996．
朱永生 et al．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. and R. Hason. Cohesion in English [M]. London: Longman, 1976.
Oller, John W., Jr. Language Tests at School [M]. London: Longman Group Limited, 1979.
Taylor, Wilson. "'Cloze Procedure': a New Tool for Measuring Readability" in Journalism Quarterly [J]. Vol. 30, 1953.
北京师范大学外语系课题组．完形填空的变体与常用CLOZE题型研究[J]．中小学外语教学，2000，(3)：1-4．
高兰生 et al．英语测试论[M]．广西：广西教育出版社，1996．
韩宝成．外语教学科研中的统计方法[M]．北京：外语教学与研究出版社，2000．
胡壮麟．语篇的衔接与连贯[M]．上海：上海外语教育出版社，1994．
胡壮麟．语篇分析在教学中的应用[J]．外语教学，2001，(1)：3-10．
黄国文．语篇分析概要[Z]．湖南：湖南教育出版社，1988．
李筱菊．语言测试科学与艺术[M]．湖南：湖南教育出版社，1997．
刘辰诞．教学篇章语言学[M]．上海：上海外语教育出版社，1999．
刘润清 et al．语言测试和它的方法[M]．北京：外语教学与研究出版社，2000．
马博森．阅读教学中的话语分析模式[J]．外语教学与研究，1995，(3)：56-60．
王初明 et al．背景知识与语言难度在英语阅读理解中的作用[J]．外语教学与研究，1988，(2)．
王枫林．阅读理解和语篇分析[J]．外国界，1994，(1)：19-23．
王宗炎．英汉应用语言学词典[Z]．湖南：湖南教育出版社，1988．
王佐良 et al．英语文体学引论[Z]．北京：外语教学与研究出版社，1987．
武尊民．英语测试的理论与实践[M]．北京：外语教学与研究出版社，2002．
徐赳赳．话语分析二十年[J]．外语教学与研究，1995，(1)：14-20．
许迎军．语篇结构分析教学对英语阅读能力的影响[J]．解放军外国语学院学报，2001，(2)．
杨小微 et al．教育研究的理论与方法[Z]．湖北：湖北教育出版社，1994．
喻爱菊．多项选择答案对Cloze Test的影响[J]．外语教学与研究，1990，(1)：19-26．
张国杨 et al．外语教育语言学[M]．广西：广西教育出版社，1996．
朱永生 et al．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．