英语学习者阅读立场之批评话语分析及其启示  

Critical Discourse Analysis of English Learners' Reading Positions and Its Implications

作　　者：唐丽萍[1] 

机构地区：[1]河北师范大学外国语学院,石家庄050016

出　　处：《外国语》2010年第3期60-66,共7页Journal of Foreign Languages

基　　金：教育部人文社会科学研究2006年度青年基金项目<西方批判性教育理论在中国高等英语教育中的适用性研究>(项目编号:06JC740004)

摘　　要：本研究以评价理论为批评话语分析工具,以《纽约时报》社论语篇和中国英语学习者信件语篇为语料,从阅读立场的视角,考察学习者对西方经济霸权话语的解读。研究发现,他们在解读语篇"理想读者"立场方面存在极大障碍,也就无法以此为基点有效进行批评性阅读,而且,批评性阅读能力不会随着基本阅读技能的提高而自动获得,迫切需要有意识地加强培养。本文对英语教育提出三点启示:一是培养批评性语言意识;二是培养语篇评价意义韵律实现方式的意识;三是培养解读语篇"理想读者"立场的能力。The paper attempts to explore, from the perspective of reading positions, Chinese English learners ＇readings of western discourses of economic hegemony by drawing on APPRAISAL theory as critical discourse analysis tools and by selecting an editorial from The New York Times and letter samples written by English learners as data. It is found that they have great difficulties in getting access to ＂ideal reader＂, and thus fail to take this position as the starting point to make an effective critical reading. It is generally proved that critical literacy is not automatically available with the development of rudimentary language skills and therefore might be argued that explicit critical literacy education is urgently needed. Three implications for English education are arrived at： to develop critical language awareness, to develop the consciousness in the prosodic realization of the evaluative meanings of texts, and to develop the ability of interpreting ＂ideal reader＂ of texts.

关 键 词：批评性阅读能力 阅读立场 批评话语分析 评价理论 

分 类 号：H319[语言文字—英语]