基于加细程度理论的语篇教学——以Writing for Myself为例  

Discourse Teaching of Writing for Myself Based on Specificity Theory

作　　者：陈建生[1] 邓蓓[1] 

机构地区：[1]长沙理工大学外国语学院,湖南长沙410114

出　　处：《天津外国语学院学报》2010年第4期74-80,共7页Journal Of Tianjin Foreign Studies University

基　　金：湖南省社科基金项目(09YBB017)

摘　　要：与功能语言学更多地关注表层显性的衔接方式不同,用认知语言学理论来解释语篇连贯会更具解释力。加细程度是识解理论中的一个十分重要的内容,它直接作用于语篇连贯,尤其是对语篇意义连贯的生成和建立有较强的解释力。笔者选取了《全新版大学英语教程》第一单元第一课Writing for Myself作为语料,着重从词汇和句法两方面就加细程度在语篇教学中的运用进行探讨。Quite different from functional linguistics,which focuses much attention on explicit cohesive device,cognitive linguistics offers us a more powerful angle for analyzing discourse coherence.Regarded as one of the most significant aspect of the construal theory,the specificity theory has a strong explanatory power in generating and building-up the discourse meaning coherence.This paper extracts the first text Writing for Myself from the College English Integrated Course,Unit One as corpus,and attempts to explore the application of the specificity theory from both lexical and syntactic perspectives in discourse teaching.

关 键 词：加细程度 隐性连贯 词汇 句法 语篇教学 

分 类 号：H319.3[语言文字—英语]