批评性语篇阅读教学方法探析——以奥巴马哥本哈根气候大会讲话为例  

Approaches to Critical Reading Teaching:A Case Study of Obama's Speech at Copenhagen Summit on Climate Change

作　　者：柳小丽[1] 李桔元[1] 

机构地区：[1]杭州师范大学,杭州310036

出　　处：《当代外语研究》2012年第8期41-45,61,共6页Contemporary Foreign Language Studies

基　　金：教育部社科规划项目"批评话语分析的新模式及批评性阅读教学研究"(编号10JYA740048);浙江省社科规划项目"批评话语分析的评价视角与英语专业本科批判性阅读教学"(编号11JCWY05YB)的成果之一

摘　　要：语篇阅读是一个积极的交流和深刻的思维过程。目前国内学生普遍存在着阅读理解层面的不足,即对语篇的隐含意义或意识形态意义挖掘不深。因此探索批评性语篇阅读教学对培养学生的批评语言意识和批评阅读能力具有重要意义。本文在理论上阐释何为批评性语篇阅读及其分析工具,进而提出批评性语篇教学实施的三个步骤:分析工具的讲解、语言表达形式的提取和意识形态意义的分析;在实践上分析具体奥巴马哥本哈根气候变化大会上的讲话,展示如何开展批评性阅读教学。文章最后提出了有关进行批评性阅读教学的几点启示,旨在为语篇阅读教学提供一个新视角。Reading is a process of active communication and deep thinking.However,EFL learners in China nowadays lack deep understanding in reading,that is,they lack the ability to find out the hidden meanings or ideologies in the use of language.Therefore,it is important to explore critical reading teaching to cultivate students' critical language awareness and improve their critical reading ability.Theoretically,this paper explains the concept of critical reading and its analytical tools,and then puts forwards three steps of critical reading teaching:explanation of analytical tools,collection of language features and analysis of ideological meanings.Practically,it provides a concrete analysis of Obama's Speech at Copenhagen Summit on Climate Change to exemplify how to implement critical reading teaching.In conclusion,the paper puts forward several enlightenments for critical reading teaching,aiming to provide a new perspective in reading teaching.

关 键 词：批评性语篇阅读 分析方法 批评阅读教学 实例分析 

分 类 号：H319.3[语言文字—英语]