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1.
语篇不仅是意义的载体,同时也是信息的载体。因此,语篇的连贯包括意义的连贯和信息的连贯。意义连贯原则要求语篇不能包含太多的新信息,而信息量制约原则要求语篇包含更多的新信息。本文从功能语言学视角对英语议论文中新旧信息的分布进行了实证研究和原因解读,并进一步分析了逻辑联系语的连贯功能。 相似文献
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Rhe study compares sign and oral language in terms of information transmission efficiency. The sample consisted of 36 hearing people with no knowledge of sign language and 36 deaf people reasonably fluent in sign language. (The deaf participants' level of hearing loss ranged from severe to profound.) Oral and sign language comprehension was assessed by means of texts at three different difficulty levels. After being exposed to the texts, the study participants had to tell what they had understood about them, answer a set of related questions, and offer a title for each text. When the hearing group's comprehension of oral versions of the texts was compared to the deaf group's comprehension of signed versions, the deaf group showed better comprehension of the explicit content of the texts but added more invented content and made more errors. 相似文献
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高中英语写作技能的培养若只重写作结果或过程,或两者兼顾,都很难收到比较理想的效果.以篇章语言学的主述位、主位推进与扩展、句际与段际关系类型、衔接与连贯等理论为基础建立起来的"解读--讨论--模仿--构建"综合教学模式,注重感知、认识、学习、模仿和掌握篇章结构的宏观和微观层面的知识体系,如信息结构、主题思想、主位的推进与扩展、细节的逻辑安排、句际间的衔接、意思的连贯、结构的层次安排等,在此基础上再建构语篇、培养写作技能,效果可能会要好一些. 相似文献
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The research reported here employed a multiple-case study methodology to assess the online cognitive and metacognitive activities
of 15-year-old secondary students as they read informational texts and wrote a new text in order to learn, and the relation
of these activities to the written products they were asked to generate. To investigate the influence of the task, students
were required to perform two different tasks which differed in complexity and familiarity. The first task was reading a single
text and making a written summary of it, while the second consisted in reading two texts and making a written synthesis of
them. To gather information about how students construct meaning from informational texts, we asked students to think aloud
as they read and wrote in order to provide us with information about their comprehension and composition processes. We also
examined their reading and writing activities during the tasks. The results show that to a large extent secondary school students
lack the cognitive and metacognitive processes that would enable them to make strategic use of reading and writing. They also
show that, although there are no major differences in the way secondary school students tackle these different tasks, those
who create the most elaborate products evidence a more recursive and flexible use of reading and writing. The most obvious
conclusion as far as the repercussions of these findings are concerned is that there is an urgent need for work on tasks of
this kind in the classroom. 相似文献
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江天芳 《福建工程学院学报》2009,7(2)
选用认知法,强调语篇的连贯是语篇本身与人脑相互作用的结果.语篇表层的连接手段可能对一些重形合的语言连贯起到一定的作用,但对于重意合的语言的语篇连贯分析还在于读者的经验、世界知识、借助相关事件的理想认知模型.语篇连贯的认知过程是一个动态的心智活动过程,它是人脑不断调整修正的结果.语篇的接受和产生的认知过程应用到语篇教学活动中对提高语篇教学效果具有重要意义. 相似文献
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邹和诹 《湖北广播电视大学学报》2008,28(3):81-82
批评语言学认为，语篇的各个层次和各种结构在特定的语境下都有可能具有意识形态意义。本文以批评语篇分析理论为基础，以韩礼德系统功能语法的及物性为工具，对西方报纸的政治新闻进行分析，揭示了意识形态对语篇的影响以及这一过程背后反映出来的权力结构和关系。 相似文献
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王琳 《兰州教育学院学报》2011,27(3):72-74
在文本、作者和读者三方的关系上,读者不是被动地对文本进行能动性的加工,两者之间是一种互动关系.本文结合Michael Short的语篇视点标记理论,以<呼啸山庄>为例探讨读者如何通过语言的形式同作者进行无声的交流,使得对语篇的理解达到一个新的层面. 相似文献
9.
指称是所指与被指之间的关系.它分为篇章性和情景性指称两种,也就是说,指称对象存在于语篇内或语篇外.从而,指称被分为内指和外指.内指所指对象的确定是对语篇内指称的语义理解,而外指所指对象的确定是对语篇预期意义的语用推导.Halliday和Hasan认为内指可将语篇连接在一起,衔接是作为一个语言学概念来说明这种语义关系.全文通过分析广告语篇中的人称外指阐述了衔接是语句中语言成分间的语义关系,连贯则依靠读者对语篇中语句间语用关系的假设或理解.就外指而言,连贯是通过情境中对外指的理解和其他假设的语境效果的加强来实现的. 相似文献
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在大学获得成功很大程度上取决于学生有效阅读说明文的能力,研读说明文不仅为了获取和了解信息,也为了考试。领悟进程的一个重要成分是读者连接现有信息与先前信息的能力。文本连接过程的其中一方为逻辑关系。这些文本手段明确标志大量文本信息是如何在一个具体逻辑语义关系中彼此关联的。本文报导此项研究结果,其调查了英语为第二语言的学生阅读说明文时结合与文中例证的、因果的、转折的逻辑连接相关的信息的能力。研究结果显示,理解说明文中逻辑关系的能力与学术成绩和第二语言熟练程度有极深的关系。学术成绩差的学生尤其觉得因果关系和转折关系具有挑战性。 相似文献
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用认知语法的意象理论分析语篇的连贯性 总被引：1，自引：0，他引：1
随着认知科学的发展，认知语言学已跨出词句层面，扩展到语篇层面的研究。语篇之所以为语篇重在其连贯性。它在介招larugacker的认知语法和语篇的连贯性及其认知基础的前提下，尝试看用认知语法的意象理论分析语篇的连贯性。 相似文献
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Yu‐Fen Yang Hui‐Chin Yeh Wing‐Kwong Wong 《British journal of educational technology : journal of the Council for Educational Technology》2010,41(2):287-306
As proposed by social constructive theorists, meaningful learning and individual development were achieved through social interaction. To foster social interaction among students, this study formed an online learning community in which they played multiple roles as writers, editors and commentators. In playing different roles, they read peers' texts, edited peers' errors, evaluated peer editors' corrections and finally reconstructed their own texts. Results of this study showed that the multiple roles they played allowed them to have opportunities to view their own texts from others' perspectives. Based on these perspectives, they were more willing to acquire information from and contribute information to peers. All of this extensive information acquisition and contribution resulted in meaning construction of texts as active students improved their final drafts in both local revision (grammatical correction) and global revision (the style, organisation and development of a text) after receiving and evaluating feedback from peer editors. Their final drafts were very different from those of passive students whose first and final drafts were almost the same despite some grammatical revisions. This study suggests that, rather than relying only on an examination of students' final drafts, there may be benefits in teachers encouraging students to actively participate in social interaction by reading peers' texts, editing peers' errors and evaluating peer editors' corrections during text revisions. 相似文献
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Written texts produced by 10 Italian deaf native signers in four different writing tasks were analyzed. Data analysis focused on linguistic and orthographic nonstandard forms. The written production of deaf subjects with deaf parents (DD) was compared to the written production in two control groups: a group of 10 hearing subjects with deaf parents (HD) and a group of 10 subjects who have had no contact with deaf people or sign language (HH). The results duplicate findings from previous studies. Deaf subjects display a pattern of selective difficulty with Italian grammatical morphology, especially with free-standing function words. The four different writing tasks used in the present study yield results indicating that text type does influence our assessment of deaf writing abilities. A comparison of the texts written by deaf native signers with those of two hearing groups confirms the view that difficulties in the acquisition of written Italian are best explained by deafness itself, not by the influence of a previously acquired Sign Language, and that the specific difficulties with grammatical morphology displayed by our deaf subjects cannot be attributed solely to their limited experience with written Italian. 相似文献
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江丹 《浙江教育学院学报》2002,(1)
功能语法学派所研究的主位-述位结构和主位推进模式是展开语篇的有效手段。Hallidsy将信息结构与主述位结构分离的观点以及Danes的主位与述位出现顺序决定语将信息结构的观点为进一步划分主位推进模式提供了理论基础。 相似文献
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李明 《邢台职业技术学院学报》2007,24(4):65-67
This paper discusses the relationship between commanding those basic information contained in a text and the final purpose of comprehending in a text-reading process.By using the main topic and the central meaning that all texts have as two main examples,the author mainly illustrates what a reader should pay attention to in reading a text. 相似文献
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厉敏 《宁波教育学院学报》2005,7(4):77-79
创新阅读教学,通过学生在阅读中积极主动的多元思维参与,并融入自己的知识经验,主动参与对文本内涵的综合、判断和形象再造,从而多层面地感悟和领会作品的意蕴,并产生超越文本的思想火花,促进学生阅读能力和思维水平的提高。 相似文献
17.
杜磊 《安阳师范学院学报》2008,(1):108-110
语篇的衔接与连贯的实现可以通过多种联系因素即“篇章纽带”,修辞便是多种因素中极为重要的一种,本文以英汉语中的排比、反复、省略为例作了初步论析,发现英汉语中的这部分修辞格在美言美语的同时,都还起着极其重要的篇章衔接或连贯作用,其原因在于表层结构的重复性和深层语义或功能关系上的话题同一明确与意义多重相关。 相似文献
18.
Students can be regarded as professional readers: they have to attend to, comprehend and remember the most important information in instructional texts, often about topics they are not readily interested in. Optimising such instructional texts has been the subject of much reading research. This research has shown robust effects for the influence of text structure: information highlighted by a strongly organising structure is retained better than seemingly less important information. Hidi and Baird (1986) suggest that such effects of structure are artefacts, because of the dullness of texts used in such experiments. They argue that readers mainly use interest instead of structure as their guide for attention and learning. In this article three related experiments using Dutch instructional texts are reported. Both interest and text structure were manipulated as within-item factors, and on-line as well as off-line methods were used to measure effects on the reading process and product. The outcomes show no support for the hypothesis of Hidi and Baird: students learn better from texts that are well structured, regardless of the interest of the text or its topic. 相似文献
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Ute Schönpflug 《教育心理学》2008,28(1):97-108
This investigation focuses on text recall in eight‐ and nine‐year old children. The main focus was on whether two different sets of instructions had a differential influence: one set instructed students to focus on an orally presented text verbatim, and the other instructed students to focus on its content. A differential influence on verbatim and content recall might indicate separate storage of verbatim and gist information, and could provide evidence for two subprocesses of text processing – that is, for construction and integration. The instructions were administered either before or after hearing the text, and recall was tested again one week later. The results showed differential instruction effects on verbatim and content recall. These effects depended on the time of instruction. Verbatim instruction had an enhancing effect on verbatim recall, both when instructions were given before and when given after text presentation. Content instruction given after text presentation had a suppressing effect on verbatim recall, but involved no advantage for content recall. Content recall was not suppressed by verbatim instruction at any time of instruction. Thus, the processing of content seems to be less situated than the processing of verbatim information. 相似文献