论文标题:阅读理解中语用推理的研究
A Study of Pragmatic Inference in Reading Comprehension
论文作者 周志远
论文导师 洪岗,论文学位 硕士,论文专业 外国语言学及应用语言学
论文单位 浙江师范大学,点击次数 79,论文页数 74页File Size2470k
2004-03-01论文网 http://www.lw23.com/lunwen_638616962/ 阅读理解,相关,语言能力,语用推理能力
reading comprehension,correlation,grammatical competence,pragmatic inference ability
迄今为止的阅读理解研究大致上可以分为四个方面进行：第一，从心理语言学的角度，阅读理解可以被看作是一个猜测的游戏；第二，研究者从语用学的角度，主要强调语境在阅读理解中的作用；第三，研究者认为阅读理解涉及到“自上而下”和“自下而上”两种截然相反的信息处理方式；第四，从第二语言习得的角度学者们研究了影响阅读理解的各种要素。尽管这些研究能够使我们对阅读有大致上的了解，但是对阅读理解过程及其本质仍无一个统一的认识。 1986年，法国学者Sperber和英国学者Wilson合作出版了《关联性：交际与认知》，在该书中，两位学者提出了关联理论，十多年来，该理论被广泛而成功地用来解释翻译、句法、语篇、文学等领域的众多现象。然而，将关联理论运用于阅读理解的研究文献较为少见。本文在关联理论的框架下，探讨和解释阅读理解的过程，认为：(1) 阅读理解是一个读者与作者交流的过程，阅读的目的主要是为了获取作者所表达的话外意图(交际意义)；(2) 阅读理解的实质是推理，是一个读者利用自己的百科知识、逻辑知识与词汇知识对新信息进行加工处理的过程；(3) 阅读理解是一个读者与作者寻求最佳关联的过程，所依赖的语境是一个动态的并且是相互作用的心理构建。 根据对阅读理解的本质的分析，本文所要解决的问题是：对英语作为第二语言的大学生来说，在阅读理解中，他们的语言能力是否与语用推理能力成相关关系?英语学习者在语用推理中往往会导致什么样的失误? 为了解决上述问题，本研究选择了94位受试者作为样本，以测试的方式进行。测试共有两部分:语言能力卷和语用推理能力卷。本调查使用定量分析的办法，结果如下:第一部分，受试者的语言能力不同，他们的语用推理能力也不同。第二部分，受试者的语言能力总体上与语用推理能力呈中等相关。第三部分，语言能力强的受试者，他们的语用推理能力不一定强。第四部分，语言能力弱的受试者，他们的语用推理能力也比较弱。 根据本研究的结果，作者从不同层面分析了影响阅读理解中语用推理能力的因素。最后，本研究提出了对阅读教学的启示并且利用种种阅读策略对阅读教学提出了建议。
Reading comprehension research to date has been approached from four perspectives. The first is from psychological perspective, in which reading comprehension is regarded as a process of guessing game. The second is from the pragmatic perspective, in which researchers attach great importance of context in reading comprehension. Thirdly, researchers view reading comprehension as involving two opposite information processing orientations: top-down and bottom-up. The fourth is from SLA perspective, in which scholars explore the factors affecting readers" reading. Although these different perspectives really led us to an overall understanding of reading, our knowledge of the nature and the process of reading comprehension is far from being complete.Since the Relevance Theory (RT) proposed by Sperber and Wilson (1986) over a decade ago, it has been widely used and successfully applied to the analysis of translation, syntax, discourse, literature and so on. Nevertheless, literature on its application to reading comprehension is largely neglected. The present study is an attempt to explore the nature of reading comprehension under the relevance-theoretic framework. From RT, reading comprehension can be viewed as follows: (1) Reading comprehension is a process of communication between the writer and the reader. The aim of reading comprehension is to obtain the author"sintended meaning. (2) Reading comprehension is an inferential process in which the reader uses his encyclopedia, logical and lexical knowledge to process the incoming information. (3) Reading comprehension is a process of seeking optimal relevance between the writer and the reader. It is a dynamic psychological construct and is developed in the course of interaction.Based on the analysis of the nature of reading comprehension, this study intends to address the following questions: Is there any relationship between English as a foreign language learner"s grammatical competence and pragmatic inference ability? What are the pragmatic failures the learners tend to commit in making inference in reading comprehension?In order to answer these questions, a total of 94 subjects have been chosen as the sample for the study. The study is conducted in form of tests, which consist of two parts: the grammatical competence test and the pragmatic inference ability test. The investigation is analyzed by using quantitative analysis. The results are as follows: (1) Subjects of different language competence are different in their pragmatic inference abilities. (2) The language competence test results of the subjects generally do have medium correlation with those of their pragmatic inference ability test. (3) The subjects who are more competent in grammatical competence are not necessarily more competent in pragmatic inference ability. (4) The subjects who are less competent in grammaticalcompetence are relatively less competent in pragmatic inference ability.Based on the results of the study, exploration of possible factors affecting pragmatic inference in English reading comprehension are also analyzed from various perspectives.Finally, the study provides some suggestions for the teaching of reading by employing various reading strategies.
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