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本文简要阐述了Hoey的词汇衔接模式,并以此为框架尝试将语篇词汇衔接模式引入大学英语阅读教学,构建一种新的教学模式,并通过实验分析,证明该理论对英语阅读教学的指导意义。 相似文献
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王大方 《烟台师范学院学报(哲学社会科学版)》2009,(1)
本文首先以Halliday,Hasan和Hoey的词汇衔接理论为基础,提出一个广义上的词汇衔接模式。进而从语境的视角出发,通过对情景语境三要素:语场、语旨和语式的逐一分析,讨论词汇衔接机制是如何顺应语境的变化从而实现语篇连贯的。 相似文献
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词汇衔接、语境与语篇连贯 总被引：1，自引：0，他引：1
王慧 《四川教育学院学报》2010,26(9):102-104
词汇衔接是衔接的一种主要方式,但是只有在统一的语境中,词汇衔接才能实现语篇的连贯。文章采用朱永生等和Hoey提出的词汇衔接模式,探索词汇衔接是如何构建语境的,以此探讨词汇衔接在语篇连贯功能构建方面的作用。 相似文献
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吴格奇 《温州大学学报(社会科学版)》2005,18(3):70-75
侯易(Hoey)的词汇重复理论认为语篇中词项重复三次或三次以上即构成词汇衔接链,对语篇的连贯起重要的纽带作用.本文以劳里·李(Laurie Lee)的散文<欲念>(Appetite)为文本,分析词汇衔接链在语篇中的特征及功能,说明词汇衔接链对作者构建语篇以及读者理解语篇起到的重要作用. 相似文献
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杨帆 《辽宁教育行政学院学报》2010,27(4):75-76
近年来,国内外众多语言学者纷纷发表论著,对语篇词汇衔接模式问题进行了大量细致、深入的研究,但迄今为止,研究的重点仍局限于衔接模式的类型及构建语篇的功能等方面,很少有人关注词汇衔接模式在具体语篇分析中的实际应用.系统功能语言学创始人Halliday(1976)认为,构建系统功能语法的目的就是为语篇分析提供一个理论框架.因此,通过采用定性研究与定量研究相结合的研究手段,试图论证运用Hoey的词汇重复模式分析英语政治演讲语篇的可行性,以及运用该模式分析政治演讲语篇主题及篇章构建方面所具有的现实指导意义. 相似文献
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传统的英语教学以语言点、解释、句法分析为主,缺陷有二:一是以孤立的句子为中心,不易把握语篇主旨;二是脱离语境,难以获得对语篇的正确解读.利用Hoey的词汇重复理论,从语篇教学的角度考察<穿石棉衣的人>,发现在叙事篇章中存在的大量重复词汇,对渲染氛围、烘托主题起到重要作用. 相似文献
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刘英 《南宁师范高等专科学校学报》2010,27(4):70-73
根据Hoey提出的互动理论,从词汇层、句子层和语篇层三个方面来分析研究英文童谣的语篇特点。研究表明：在词汇层方面,英文童谣主要运用词语简单重复和同类词来构建语篇;在句子层方面,句子之间主要是简单重复、平行、列举和时间顺序关系;在语篇层方面,童谣的语篇模式主要以问题—解决模式和问题—回答模式为主。 相似文献
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Telse Nagler Jan Lonnemann Janosch Linkersdörfer Marcus Hasselhorn Sven Lindberg 《Reading and writing》2014,27(5):841-853
The acceleration phenomenon (AP) is defined by improvements in reading speed and reading comprehension, induced by an artificial text fading procedure corresponding to the previously determined fastest individual reading rate. Recent results, however, indicated that fading that is slower than the self-paced reading rate can produce comparable reading enhancements. As reading performance can be strongly influenced by the reading material, this study aimed at investigating to which extent reading enhancements induced by text fading depend on the reading material’s characteristics. We confronted 39 German third graders with a previously utilized text fading procedure, which was slower than their self-paced reading rate. Included text varied regarding to the lexical accessibility (LA), representing how well information can be accessed from the mental lexicon. Children’s reading rates increased statistically significant due to text fading for all LA levels. However, reading comprehension was sensitive to the text material’s characteristics: Reading comprehension enhancements were observable for easily accessible reading material, but not for material with intermediate or difficult levels of LA. Material that was difficult to retrieve from the mental lexicon even resulted in reduced reading comprehension in the fading condition. Possible influences on immediate lexical access, the impact of working memory capacity and implications for future AP research are discussed. 相似文献
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Jing Chen Tzu-Jung Lin Yu-Min Ku Jie Zhang Ann O’Connell 《Scientific Studies of Reading》2018,22(3):209-224
Concept of word—the awareness of how words differ from nonwords or other linguistic properties—is important to learning to read Chinese because words in Chinese texts are not separated by space, and most characters can be productively compounded with other characters to form new words. The current study examined the effects of reader, word, and character attributes on Chinese children’s concept of word in text. A total of 164 fifth-grade Chinese children participated in this study. Concept of word was measured by children’s lexical decisions about words and nonwords embedded in strings of characters. Cross-classified multilevel logistic models showed that reader attributes, including reading comprehension, vocabulary knowledge, and morphological awareness, interacted with certain word or character attributes in predicting children’s lexical decisions about words or nonwords. This study sheds light on the complex relationships between reader, word, and character attributes in the formation of concept of word in Chinese. 相似文献
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A combination of two new, but very different, approaches to the prediction of readability could be particularly valuable in evaluating English texts written for native and non-native speakers. One approach develops the concept of lexical density, whereas the other is a novel measurement of two mechanical variables of text. The paper first outlines the traditional approach to readability. Next, it explains the concept of lexical density, and presents the results of a pilot study into reader preferences for different levels of density in text. It then offers an alternative approach to readability that uses sentence and ‘packet’ lengths. Finally, it indicates how the two approaches have been combined into a computer software program, and suggests the direction of future work. Our conclusions are threefold. Firstly, the lexical density of text is a better indicator of its readability than the scores given by many of the more common readability formulae. Secondly, the effective breaking up of sentences into ‘packets’ is as important to readability as sentence length. Finally, in looking at the mechanical variables of texts, we should not only be concerned with averages, but with distributions and most frequently occurring values. 相似文献
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王雁 《江苏广播电视大学学报》2013,(4):50-53
风格作为文学作品的灵魂与精髓,其翻译问题日益成为译者关注的焦点,风格的"可译"与"不可译"之争也由来已久。有专家指出风格可以形式化为译者所能认知的风格标记,以词语标记为例,动词、方言词、拟声词与文化负载词均能作为典型的词汇标记,《鲁迅小说选》的杨戴译本在源文本与译本风格的传译转换成功使用词语标记,较好地保持源文本风格。 相似文献
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Jessica Mason Marcello Giovanelli 《Changing English: An International Journal of English Teaching》2017,24(3):318-329
This article examines the practice of studying texts in secondary school English lessons as a particular type of reading experience. Through a critical stylistic analysis of a popular edition of John Steinbeck’s Of Mice and Men, the article explores how reading the text is framed by educational editions, and how this might present the purpose of studying fiction to students. The article draws on two cognitive linguistic concepts – figure/ground configuration and narrative schemas – in order to explore how ‘discourse about a text’ can potentially influence how students read and engage with a text. Building on a previous article, the notion of pre-figuring is developed to offer an account of how a reader’s attention can be directed to particular elements of a text, thus privileging some interpretations and downplaying others. The article then reflects more widely on the perceived purposes of studying fiction with young people, exploring in particular the recent rise of support within the profession in England for Hirsch’s ‘cultural literacy’ model, which sees knowledge about texts as more valuable than authentic reading and personal response. 相似文献
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标记理论从音位学向其他领域的扩展产生并推广了的标记理论。其代表人物Lyons认定词项标记成立的基本条件有两点：词项之间必须存在差异;词项之间必须成对立关系。但是,在区分标记现象与非标记现象时,还应该对两个基本条件作如下的限定：相对立的词项处于同一范畴中;相对立的词项处于同一语境中;相对立的词项在形式上能互相区别。 相似文献
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采用典型启动效应的实验范式，语义和语音两种不同加工水平的试验任务，通过3个实验探讨了中英双语第二语言的语义通达机制。被试为第二军医大学的学生38名。结果发现：在基于语义的范畴判断任务中，当启动刺激（英）和目标刺激（英）之间存在语义联想关系，得到了显著的启动效应（实验一）；当启动刺激（中）和目标刺激（英）之间存在语义联想关系，即与实验一对等的跨语言语义启动试验，也得到了显著的跨语言启动效应，而且实验一和实验二的启动值之间没有显著的差异（实验二）；当启动刺激（中）的翻译对等词和目标刺激（英）之间存在语音相同或相近关系时，采用基于语音的词汇判断任务，也得到了显著的跨语言启动效应。这一结果表明，对于中国大学生程度的中英双语者来说，他们第二语言的词汇表征既直接通达语义概念表征，又可以借助第一语言的词汇表征为中介再通达语义概念表征，与Kroll等提出的模型一致。 相似文献
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Cohesion refers to the relations of meaning that exist within the text,and also defines it as a text.According to Holliday,discoursal/textual cohesiveness can be realized by employing various cohesive devices:conjunction,ellipsis,lexical collocation,lexical repetition,reference,substitution,etc.This paper attempts to analyze the differences between Autumn in Peiping and its English version from grammatical and lexical aspects. 相似文献
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This research examined the function within lexical access of the main morphemic units from which most Arabic words are assembled, namely roots and word patterns. The present study focused on the derivation of nouns, in particular, whether the lexical representation of Arabic words reflects their morphological structure and whether recognition of a word involves recognition of its morphological constituents. The morphology of Arabic language constitutes two main systems: inflectional morphology and derivational morphology. Inflectional morphology is used to express grammatical relations and derivational morphology deals with the formation of new words in language; it contains two types of word patterns: verbal and nominal. In this study, it was assumed that roots are lexical entities that can facilitate lexical access to a large cluster of words that derive from them, whereas word patterns are not lexical entities and have no role in access to words assembled by them. The lexical representations of the main morphemic units were examined in four experiments using skilled readers applying masked priming technique tasks: lexical decision and naming. The results indicated that previous exposure to a word sharing the same word pattern had no marked facilitating effect on lexical decision or on naming. The main conclusion of this study on the morphology of Arabic is that roots and word patterns have no essential role in word organisation in the mental lexicon. In addition, words in nominal pattern in derivational morphology are represented in their whole shape in the mental lexicon and each word has an independent representation. 相似文献
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3 experiments are reported in which the role of imitation in the acquisition of certain lexical items and factors influencing children's tendency to imitate these lexical items were examined. Imitation did not appear to facilitate the subsequent spontaneous use of lexical items. However, children's tendency to imitate lexical items appeared to be influenced by the novelty of the lexical item and its referent, the informativeness of the referent in the situation, and the lexical orientation of the children. The results are consistent with the interpretation that children's imitations involve the use of a supplied and previously unavailable lexical item under circumstances where lexical usage is highly probable. 相似文献