语境加细程度视角下的语篇教学——以Inaugural Address为例  

Discourse Teaching from the Perspective of Context Specificity Based on Inaugural Address

作　　者：段胜峰[1] 张海红[1] 

机构地区：[1]长沙理工大学外国语学院,湖南长沙410114

出　　处：《天津外国语大学学报》2013年第1期63-69,共7页Journal of Tianjin Foreign Studies University

基　　金：教育部社科基金项目(11YJA880122)

摘　　要：语篇教学是当前外语教学中一种重要的教学模式。关于语篇连贯的研究,近年来大部分学者都以韩礼德的衔接理论和语篇功能理论为基础。这些学者从功能语言学角度出发,更多关注表层的衔接方式。然而兰盖克认知语法中的加细程度理论对语篇连贯的构建会更具解释力。笔者选取了由张汉熙任主编、王立礼编写的《高级英语》第二册第四课Inaugural Address作为语料,着重对语境加细程度在语篇教学中的运用进行探讨。Discourse teaching is a kind of important teaching mode in current foreign language teaching. In recent years, most of the scholars have done the research of discoursal coherence guided by Halliday＇s cohesion theory and discourse function theory. From the perspective of functional linguistics, these scholars focus much on explicit cohesive device, but the specificity theory from Langacker＇s cognitive grammar has a stronger explanatory power in the building of discoursal coherence. This paper extracts the fourth text Inaugural Address from Advanced English, which edited by Zhang Hanxi and Wang Lilt as corpus, and attempts to explore the application of the specificity theory from the perspective of context in discourse teaching.

关 键 词：语境 加细程度 语篇教学 

分 类 号：H319.3[语言文字—英语]