大学英语阅读教学中回指的认知研究

摘要

回指在语篇理解中有着十分重要的作用，回指中两个语言项的相互解释的特性为语篇理解提供了必要的线索，这一点对我国的外语阅读教学有着切实的启示意义。
　　本研究基于理想化认知模型、Radden和K(o)vecses的认知转喻理论、以及Al-Sharafi的语篇转喻模型，探索基于认知机制的回指释义策略在大学英语阅读教学中的可行性。首先，对教材中的回指现象作了解读，根据回指前测结果总结了制约受试回指解读的主要因素。据此，解决以下主要问题:①基于认知机制的回指释义策略教学是否有助于提高学生回指解读能力;②受试的篇章回指解读能力和阅读理解能力是否相关。
　　本文采用定性和定量相结合的研究方法，随机抽取山西医科大学2015级护理系两个平行班作为受试，分别作为控制组和实验组，并对实验组于2015-2016学年第二学期进行回指释义策略教学。研究结果表明:
　　基于认知机制的回指释义策略教学呈现相对好的成就。实验组回指后测成绩和阅读理解后测成绩明显高于控制组，且受试篇章回指理解得分与阅读理解得分呈正相关，说明二者密切相关，篇章回指解读能力是阅读能力的重要组成部分。因此在英语阅读教学中，教师引导学生从认知转喻角度理解语篇回指，有助于提高他们的回指识解能力、加深对语篇的理解。
　　本研究对于大学英语阅读教学有重要启示，英语教师可以运用篇章回指的有关知识来预测学生解读回指语时所遇到的困难，从而有针对性地训练他们的阅读技巧，以提高阅读效率。教师可以运用认知理论引导学生建立起回指语与先行项之间的认知联系，通过转喻推理实现对回指的识解。

目录

Abstraet

摘要

Contents

1 Introduction

1．1 Research background

1．2 Significance of the research

1．3 Organization of the research

2 Literatu re Review

2．1 Definition and classification of anaphora

2．1．1 Definition of anaphora

2．1．2 Classificafion of anaphora

2．1．3 Comments

2．2 Researches on anaphora at home and abroad

2．2．1 Syntactic study on anaphora

2．2．2 Pragmatic study on anaphora

2．2．3 Functional study on anaphora

2．2．4 Cognitive study on anaphora

2．2．5 Comments

2．3 Anaphora and college English reading teaching

2．3．1 Anaphora and text comprehension

2．3．2 Researches on anaphora in college English reading teaching

2．3．3 Comments

2．4 Theoretical foundation

2．4．1 Halliday and Hasan’s theory of cohesion

2．4．2 Idealized Cognitive Model

2．4．3 Radden and K(o)vecses’s theory of metonymy

2．4．4 Al-Sharafi’s textual model of metonymy

2．4．5 Comments

3 Methodology

3．1 Research questions

3．2 Subjects

3．3 Instruments

3．3．1 Test paper

3．3．2 Interview

3．4 Research procedures

3．4．1 Pilot study

3．4．2 Research design

3．5 Data collection

3．6 Summary

4 Results and Discussion

4．1 Interpretation on anaphora under textual model of metonymy

4．1．1 Distribution of three types of anaphora

4．1．2 Interpretation of three types of anaphora

4．2 The obstacles the participants have in anaphora apprehension

4．3 The differences between EG and CG in anaphora apprehension and reading comprehension

4．3．1 Differences of anaphoric processing ability between CG and EG

4．3．2 Differences of reading comprehension ability between CG and EG

4．3．3 Results of the iillterview data

4．4 The relation between anaphora apprehension and reading comprehension

4．4．1 Anaphora resolution in reading comprehension in CET-4

4．4．2 The correlation between anaphora resolution ability and reading comprehension ability

4．5 Summary

5 Conclusion

5．1 Major findings

5．2 Implications for college English teaching

5．3 Limitations of this thesis and suggestions for further research

Bibliography

Acknowledgements

攻读硕士学位期间发表的论文

声明

Appendix