语篇分析理论在初中英语阅读教学中的运用
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摘要
基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。阅读教学一直是英语教学的重要内容,在英语课堂教学中占有重要地位。因为阅读是学生学习英语获得信息的主要渠道,也是最有效、最重要的语言输入。在滨州市2010年中考题型中(总分120分)占55分的比例。
传统的初中英语阅读教学重在语言知识的培养和积累,其教学以词汇为核心,注重讲解语言点和语法。这种教学方式使学生掌握了一定的词汇和语法知识,忽略了在阅读过程中对语篇的整体把握,忽略了发展学生综合运用英语语言的能力。要达到这个目的,英语阅读课的教学必须进行改革,改革阅读课教学的一个突破口是成功地运用语篇分析理论而改革的重点应放在语篇的整体教学方面。作者一直坚持在英语阅读课教学中运用语篇分析理论指导阅读教学,
全文共分为四章,现将各部分内容介绍如下:第一章引言部分,主要介绍文章的目的意义;第二章文献回顾,主要介绍语篇、语篇分析以及语篇分析的历史发展。第三章阐述语篇分析的主要内容:即文化渗透,关联,衔接和连贯。衔接分为:指称、替代、省略、连接和词汇手段;讲述语篇结构。第四章分析现在教授英语阅读中存在的问题。阐述运用语篇分析在英语阅读教学中应用的重要性,以及如何运用语篇分析进行英语阅读教学的方式。并根据拉波夫的分析模式,以初中英语教材为例,分析文章的结构。同时,以初中英语教材和2008年和2009年滨州市中考题作为语料库,进行了分析和解释。第五章作者对两个班级的实验研究。一个班为控制班,采取传统教法,即在阅读中教授单词、词组、语言点、句子;另一个班为实验班,采用语篇分析的手段。其中两个班级的任课教师,所使用的教材均相同,两个班级平均分基本相同。经过半年实践,实验班对文章的理解,概括能力明显高于控制班,最后指出了启示。
作者通过理论研究和实验验证,发现语篇分析在初中英语阅读中的重要性,并得出了有意义的教学启示。在初中英语阅读教学中,有意识地引导学生利用语篇分析的方法进行阅读教学,有利于提高学生的阅读理解能力和交际水平,最终达到培养学生的英语语言运用能力。本文仅是对如何将语篇分析理论应用于初中英语阅读教学作了初步的探讨,希望能够对教学产生积极意义。在这一方面,将来还需要作更深入、更全面的研究。
The general goal of English teaching is to develop students’ability to use the integrated language skills during their basic education stage. It has been widely recognized that reading plays an important role in English learning. The teaching of English reading is, therefore, supposed to be the most important part in the English class. Reading is one of the most important ways in which students learn English and gain information, which in turn provides the most efficient and important channel of linguistic input. English reading is an indispensable part of English learning for junior middle school students, which takes an important position in English teaching and accounts for 55 percent of the total scores in the entrance examination to senior middle schools in Binzhou district of Shandong Province.
The traditional way of teaching English reading in junior middle schools focused on the cultivation and accumulation of knowledge. Because of this, reading class was once said to emphasize vocabulary, grammar and language points, of which the result is the students’lack of the ability to apperceive and grasp the whole discourse knowledge. Such a teaching mode neglects training the students’good linguistic competence. In this situation, a reform must be carried out in the teaching of English reading in junior middle schools and the successful application of discourse analysis theory undoubtedly provides a breakthrough of the reform. To attain this purpose, the mode of present-day teaching of reading should be reformed, and it should shift its emphasis to the teaching of discourse analysis.
This thesis consists of five chapters. Chapter One introduces the purpose and significance of the study; Chapter Two is a literature review elaborating the knowledge of discourse and discourse analysis; Chapter Three discusses the main contents of discourse analysis and related theories: penetrating culture to the students, relevant theory, cohesion and coherence. Cohesion is divided into reference, substitution, ellipsis, conjunction and lexical cohesion. In this chapter the writer also states various discourse structures. Chapter Four explains the experiment of the application of discourse analysis in the teaching of English reading in junior middle schools. It also discusses the problems when the students read the texts, mainly from the viewpoint of syllabus requirement, the teaching problems in teaching English reading and the conditions of the students. At the same time, the writer uses junior middle school textbooks and the entrance examination papers to senior middle schools in 2008 and 2009 in Binzhou as language materials, and does further analysis and explanation. Chapter Five is the analysis of the experiment between two classes. In the controlled class, the traditional method is used, focusing on teaching words, phrases, language points and sentences. However, in the experimental class, the writer adopts discourse analysis and other supplementary ways to teach reading in English for half a year in and out of class. In the two classes, the teacher and the teaching materials are the same and the students’levels of the two classes are nearly the same. After half a year’s practice, the students’reading ability in the experimental class is obviously higher than that of the students in the controlled class. Based on the findings of the experiment, the writer obtains some meaningful implications for teaching English reading in junior middle schools.
The writer finds the importance of discourse analysis by theoretical research and the experimental verification of the materials. Discourse analysis teaching method can motivate students and make them more interested in English learning. And it can enrich their knowledge. Thus it can improve students’communicative competence. In fact, the application of discourse analysis in the teaching of English reading can help the students of junior middle schools and improve their English reading skills as well as their communicative competence. In this thesis, the writer also discusses preliminarily the application of discourse analysis to the teaching of English reading in junior middle schools, with the hope of having positive meanings to English reading. Deeper and more overall research is still needed in this respect.
传统的初中英语阅读教学重在语言知识的培养和积累,其教学以词汇为核心,注重讲解语言点和语法。这种教学方式使学生掌握了一定的词汇和语法知识,忽略了在阅读过程中对语篇的整体把握,忽略了发展学生综合运用英语语言的能力。要达到这个目的,英语阅读课的教学必须进行改革,改革阅读课教学的一个突破口是成功地运用语篇分析理论而改革的重点应放在语篇的整体教学方面。作者一直坚持在英语阅读课教学中运用语篇分析理论指导阅读教学,
全文共分为四章,现将各部分内容介绍如下:第一章引言部分,主要介绍文章的目的意义;第二章文献回顾,主要介绍语篇、语篇分析以及语篇分析的历史发展。第三章阐述语篇分析的主要内容:即文化渗透,关联,衔接和连贯。衔接分为:指称、替代、省略、连接和词汇手段;讲述语篇结构。第四章分析现在教授英语阅读中存在的问题。阐述运用语篇分析在英语阅读教学中应用的重要性,以及如何运用语篇分析进行英语阅读教学的方式。并根据拉波夫的分析模式,以初中英语教材为例,分析文章的结构。同时,以初中英语教材和2008年和2009年滨州市中考题作为语料库,进行了分析和解释。第五章作者对两个班级的实验研究。一个班为控制班,采取传统教法,即在阅读中教授单词、词组、语言点、句子;另一个班为实验班,采用语篇分析的手段。其中两个班级的任课教师,所使用的教材均相同,两个班级平均分基本相同。经过半年实践,实验班对文章的理解,概括能力明显高于控制班,最后指出了启示。
作者通过理论研究和实验验证,发现语篇分析在初中英语阅读中的重要性,并得出了有意义的教学启示。在初中英语阅读教学中,有意识地引导学生利用语篇分析的方法进行阅读教学,有利于提高学生的阅读理解能力和交际水平,最终达到培养学生的英语语言运用能力。本文仅是对如何将语篇分析理论应用于初中英语阅读教学作了初步的探讨,希望能够对教学产生积极意义。在这一方面,将来还需要作更深入、更全面的研究。
The general goal of English teaching is to develop students’ability to use the integrated language skills during their basic education stage. It has been widely recognized that reading plays an important role in English learning. The teaching of English reading is, therefore, supposed to be the most important part in the English class. Reading is one of the most important ways in which students learn English and gain information, which in turn provides the most efficient and important channel of linguistic input. English reading is an indispensable part of English learning for junior middle school students, which takes an important position in English teaching and accounts for 55 percent of the total scores in the entrance examination to senior middle schools in Binzhou district of Shandong Province.
The traditional way of teaching English reading in junior middle schools focused on the cultivation and accumulation of knowledge. Because of this, reading class was once said to emphasize vocabulary, grammar and language points, of which the result is the students’lack of the ability to apperceive and grasp the whole discourse knowledge. Such a teaching mode neglects training the students’good linguistic competence. In this situation, a reform must be carried out in the teaching of English reading in junior middle schools and the successful application of discourse analysis theory undoubtedly provides a breakthrough of the reform. To attain this purpose, the mode of present-day teaching of reading should be reformed, and it should shift its emphasis to the teaching of discourse analysis.
This thesis consists of five chapters. Chapter One introduces the purpose and significance of the study; Chapter Two is a literature review elaborating the knowledge of discourse and discourse analysis; Chapter Three discusses the main contents of discourse analysis and related theories: penetrating culture to the students, relevant theory, cohesion and coherence. Cohesion is divided into reference, substitution, ellipsis, conjunction and lexical cohesion. In this chapter the writer also states various discourse structures. Chapter Four explains the experiment of the application of discourse analysis in the teaching of English reading in junior middle schools. It also discusses the problems when the students read the texts, mainly from the viewpoint of syllabus requirement, the teaching problems in teaching English reading and the conditions of the students. At the same time, the writer uses junior middle school textbooks and the entrance examination papers to senior middle schools in 2008 and 2009 in Binzhou as language materials, and does further analysis and explanation. Chapter Five is the analysis of the experiment between two classes. In the controlled class, the traditional method is used, focusing on teaching words, phrases, language points and sentences. However, in the experimental class, the writer adopts discourse analysis and other supplementary ways to teach reading in English for half a year in and out of class. In the two classes, the teacher and the teaching materials are the same and the students’levels of the two classes are nearly the same. After half a year’s practice, the students’reading ability in the experimental class is obviously higher than that of the students in the controlled class. Based on the findings of the experiment, the writer obtains some meaningful implications for teaching English reading in junior middle schools.
The writer finds the importance of discourse analysis by theoretical research and the experimental verification of the materials. Discourse analysis teaching method can motivate students and make them more interested in English learning. And it can enrich their knowledge. Thus it can improve students’communicative competence. In fact, the application of discourse analysis in the teaching of English reading can help the students of junior middle schools and improve their English reading skills as well as their communicative competence. In this thesis, the writer also discusses preliminarily the application of discourse analysis to the teaching of English reading in junior middle schools, with the hope of having positive meanings to English reading. Deeper and more overall research is still needed in this respect.
引文
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Anderson, R. C. Pichert, J. W., & Shirey, L.L., 1983. Effects of the Reader’s Schema at Different Points in Time. Journal of Educational Psychology, 75:271-279.
Anderson, R.C.& P.D. Pearson, 1984. A Schematic-theoretic Hew of Basic Process in Reading Comprehension, in Pearson, P.D.(ed.) Handbook of Reading Research. New York: Longman.
Anderson, R.C. Reynolds, R. E. & Goetz, E.T., 1977. Comprehension Discourse. American Education Research Journal 14:367-81.
Anderson, R.C.1978. Schema-directed processes in language comprehension in
Lesgold, A. et al (eds.) Cognitive Psychology and Instruction. New York: Plenum.
Austin, J. L. 1975 [1962]. How to do things with words. Oxford: Oxford University Press.
Beaugrande, Robert. de. 1981.Text, Discourse and Process. London: Longman
Beaugrande, R. de. & Dresser, W. 1981. Introduction to Text linguistics. London: Longman Group Ltd
Beardsley. M. C. 1981. Aesthetics: Problems in the philosophy of criticism Hew York: Harcourt, Brace. (Original work published 1958)
Brown H Douglas. Principles of Language Learning and Teaching (third Edition): First Language Acquisition. Prentice HalL Regents Englewood Cliffs, NJ 07632, 41～42.
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