整体外语教学视阈下的大学英语论说语类教学探讨  

On English argument genre instruction at college level:From the perspective of the holistic approach to foreign language teaching

作　　者：韩宝成 魏兴 Han Baocheng;Wei Xing

机构地区：[1]北京外国语大学中国外语与教育研究中心,北京100089

出　　处：《外语教学》2021年第4期50-56,共7页Foreign Language Education

基　　金：教育部人文社科重点研究基地重大项目“中国外语教育理论与实践创新研究”(项目编号:16JJD740002);北京高校高精尖学科“外语教育学”建设项目(项目编号:2020SYLZDXM011);中国博士后面上资助项目(项目编号:2020M680450)的阶段性研究成果。

摘　　要：在大学英语教学中,开展论说语类教学对提高学生的论证和思辨能力十分必要。本文基于系统功能语言学理论和有关论证的论述,系统阐述了论说语类的内涵、语篇构成及其论证构建,以明确论说语类教学应涵盖的主要内容。在此基础上,提出依照整体外语教学流程,开展英语论说语篇的意义理解、意义协商和意义表达活动,指导学生进行论说语篇意义的建构,使其完整准确地掌握论说语类知识,提升论证和思辨能力。In college English teaching,it is necessary to implement English argument genre instruction to improve students’argumentative ability and critical thinking skills.This paper revolves around how to conduct English argument genre instruction at the college level based on the systemic functional linguistics and argumentation theory.In order to form a clear understand-ing of the main content of argument genre instruction,it first elaborates on the fundamental concept and notions of argument genres,their discourse constitution as well as construction of arguments.On this basis,according to the teaching cycle for the holistic approach to foreign language teaching(Han&Liang 2019 a),it proposed to carry out the argumentative discourse-based activities of"understanding the meaning of argumentative discourse","negotiating the meaning of argumentative dis-course",and"expressing the meaning of argumentative discourse"in order to help students master argument genres and im-prove their argumentative ability and critical thinking skills through the construction of argumentative discourse meaning.

关 键 词：论说语类教学 系统功能语言学 整体外语教学流程 论说语篇 

分 类 号：H319[语言文字—英语]