论文标题:衔接连贯在大学英语阅读中的作用
Functions of Cohesion and Coherence in the College English Reading Comprehension
论文作者 张录侠
论文导师 李天舒,论文学位 硕士,论文专业 英语语言文学
论文单位 西北大学,点击次数 662,论文页数 89页File Size2151k
2002-05-01论文网 http://www.lw23.com/lunwen_638682/ 语篇,语篇分析,衔接,连贯,语境,语用学．
teXt;textal analysis;reading comPrehension;cohesion;coherence;collteXt;pragInatics
本文通过分析我国大学英语阅读教学的现状及存在问题：重句子层面的词汇、句法分析，轻语篇层次上的宏观分析，结合阅读理论发展的几个阶段提出在大学英语阅读教学中采用语篇衔接与连贯阅读方法。语篇的衔接与连贯是语篇研究的核心，也是语篇研究能否站得住脚的关键。本文从这两个核心问题入手，分析了语篇的各种衔接手段和连贯方式在不同阅读层面的作用，试图构建语篇衔接与连贯阅读模式。 韩礼德和哈桑的衔接模式偏重于语言的各个成分在语义上的联系，基本上分为语法衔接和词汇衔接。侯易发展了这一理论，认为语篇衔接在很大程度上是由词汇手段实施的，并在此基础上建立了语篇词汇模式。韩礼德的语法衔接和词汇衔接理论仅仅将衔接局限在小句范围之内，胡壮麟的多层次理论将语篇衔接理论的研究向前推进了一步。本文在胡壮麟的多层次衔接理论的基础上分析了几种与英语阅读理解紧密联系的衔接手段。 目前我国的学术界对衔接的研究已从有语篇标记的词汇语法手段发展到研究句子间较为抽象的逻辑语义衔接，从研究显性衔接手段过渡到隐性衔接方式，不仅注重语言信息对衔接的作用，而且从非语言信息角度研究衔接。笔者认为这种研究有它的积极意义，但也出现一些问题即将衔接与连贯相混淆。所以笔者在本文将衔接限制在语言成分之间有形的、有标记的连接，而将非语言信息的，抽象的隐性的、无标记的衔接归到连贯范畴。 连贯是词语、句、句群在概念、逻辑上合理恰当地连为一体的语篇特征。连贯的语篇有一个内在的逻辑结构从头到尾贯通全篇。将所有概念有机地串接在一起，达到时空顺序明晰，逻辑推进层次分明的效果。语篇的连贯性是衔接、语域一致性和语篇结构等因素共同作用的结果，单纯从一个角度不足以说明语篇的实质。语域和语篇结构均受情景语境的制约。同时语用学也研究一定语境中语言的运用，所以笔者主要从语境（包括语言语境、情景语境和文化语境）以及语用学的角度对读者连贯解读篇章进行分析。 尽管笔者在本文中对衔接和连贯做了限定，但二者是相互渗透、相辅相成互为依赖，不可分割的。衔接所实现的是语言的表层形式和陈述之间的关系，而连贯指交际行为之间的统一关系。衔接是通过词汇和语法得以实现的，而连贯可以通过词汇和语法手段也可以惜助信息的有序排列来实现。连贯的着眼点主要是语篇内在的逻辑层次，但逻辑上的连贯也要借助词汇和语法手段。作为语篇和连贯标准之一的衔接在篇章中的出现引导读者去发现连贯的篇章。而形式的连接又受意义连贯的制约。从这个意义上来说，衔接和连贯既可以被看作作者构建衔接关系和连贯语篇的过程，又可以被看作读者追踪这一关系和效果的过程。同时，衔接和连贯做为联系着的文本现象，是在实际交际活动中确立的信息传递手段，既是作者进行一系列选择和决策的结果，也是读者解码过程中必须加以识别和依赖的语篇特征。
The paPer first points out and analyzes the present situation and PrOblems inthe teaching of col1ege English reading comPrehension in China: great importanceis Mhed to the analysis of words and sentences on the synactic level, but littleattention is given to the analysis of the text on the macrotrictUral level.Combining these problems with the development of reading theories, the authorputs fOrward the textal cohesion and coherence reading method.Cohesion and coherence are the most fimdamental teXtual criteri4 the core ofthe textual analysis. The paPer analyzes the functions of cohesion and coherenceon the different levels of Eng1ish reading comPrehension in the allemPt toestablish the cohesion and coherence method of reading.The cohesion theories of Halliday and Hasan lay great weight on thesemanic relation betWeen different linguistic elements, and divided cohesion intotwo kinds: granunatical cohesion and lexical cohesion. Hoey has developed thistheory and he maintains that textual cohesion is mainly realized through thelexical means, and thus has established his lexical pattems in text. Halliday"scohesion theory is restrained in the clause, and the Chinese scholar Hu Zhuanglinhas pushed a step further the textual cohesion theory and has formed themulti-level cohesion system. Based on this system, the paPer analyzes thefunctions of the cohesive devices moSt closely related to the English readingcomprehension.lIIAs to the hallard of coherene, Halliday and Hasan first pointed out thatcohesion was the necessary condition of coherence, and later they put forward theidea of cohesive chains, cohesive harmony and the consistence of register toensur the reaiization of coherenCe. In fac, cohesion is nOt the prerequsite ofcoherence, and it is only the possible means tO be adopted to realize coherence.And the textual cohernce is the result of cohesion, the consisteot register andteXtual thefore. Of these three faCtors, regiStCr and textual smiCfore are bothrestr3ined by coniext. And pragmatics StUdies the langUage used in concreteconteXts. Therefore, the author mainly analWes the interpretaion of the teXt frOmthe perspectives of coniexts, Which include lingulstic collteXt, sitalional collteXt,cuharal coniext, and pragmatics.In thes paPef, the author trCats cohesion and coherence as twO differentconcepts, but in fact they are more often intermven and interdependellt, andcannot be sePaIaed from one another. Cohesion realizes the connection betWeenthe lingustic elements and the proposition they exPress Whle coherence refers tothe whty of the conunwhcative acts. Cohesive devices are maiuly grammaticaland lexical Whi1e coherence can be realized both through granunatical and lexicalmeans, and through the lineedZation of the information. Cohesion in the teXt canlead readers to fmd the textual coherence. But the formal cohesion is restrained bythe semantic coherence. Cohesion and coherence, as two basic and closely relatedfeatUres of the text, are the Anpotw means adoPted to convey information inIVpractical conununication, Which on the one hand are the result of the aUthr"schoice. And on the other hand, they are featUres readers should figUre out andmake use of during textual inierpretation.The aUthor conducted an experimellt, Which lasted one year and a half, Whichproved that the textUal reading method has great advtages.
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