【作者】 周霞；

【导师】 华先发；

【作者基本信息】 华中师范大学 ， 学科教学， 2009， 硕士

【摘要】 传统的英语语篇教学过于强调从宏观形式上对语篇进行整体分析,忽视了对建构文章中心思想思维模式的特点的分析,特别是对表现该思想模式的词、句、语篇的分析。英语教师讲授英语语篇时往往只关注语篇是怎样谋篇布局,文章主题句的位置,段落大意的分析,忽视对文章深层次思维模式的分析。这样一来,真正反映文章主旨脉络的思维模式没有得到应有的分析,那些含有民族文化背景知识和作者的情感意图的表达方式没有得到深入的挖掘,其结果是语篇教学没有收到理想的效果。要克服语篇教学存在的这一不足,我们需要从新的理论视角来探讨语篇教学的最佳途径,而认知语言学中的隐喻理论是目前大学英语语篇教学一个比较理想的理论视角。从理论的角度来看,运用应用认知语言学的隐喻理论来指导英语语篇教学可以有效地弥补传统语篇教学的缺陷,这一新的教学模式不仅可以培养学生的隐喻性思维和隐喻性语言能力,而且还可以帮助他们解析篇章,理解作者的情感态度,语篇的内在思维模式和目的语民族文化背景知识等深层意义,将英语语篇教学提高到一个崭新的层次,从而有效提高学生的阅读理解能力、鉴赏能力和认知思维能力。就实践而言,隐喻理论指导下的语篇教学不再是以往的表面文章结构分析,而是深层次的对文章思维模式的把握。英语专业学生,特别是高年级的学生,通过了解英语隐喻理论,应用该理论来分析语篇,对英语语篇的内在思维模式、文章的主旨内涵就会理解透彻,对语篇的组织结构就会准确把握,其分析问题和解决问题的能力也随之得到提高。最终他们的英语整体水平将会达到一个新的高度。本论文在客观评价英语语篇教学模式的基础上,提出了以认知语言学隐喻理论为指导的新的英语语篇教学模式,论述了该模式的理论基础,阐明了该模式的教学理念和教学步骤,重点介绍、分析和总结了该语篇教学模式实验的全过程及结果。实践证明,该英语语篇教学新模式对促进大学英语专业阅读教学十分有效,且具有可操作性。它对于探索大学英语专业阅读教学具有十分积极的意义,其实用价值不可低估。论文最后也指出,限于时间和探索的力度,该语篇教学模式仍存在有待改进的地方。例如这种隐喻语篇教学研究对低年级学生或初学者是否也适用就值得探讨。因此有望同仁们继续研究,加以改进。更多还原

【Abstract】 Neglecting the characteristics of the mode of thinking which builds up the central idea of the article, traditional English discourse teaching puts too much emphasis on an overall analysis of the discourse from a macro perspective. English teachers in the teaching of English discourse often only concern about the layout of the text, the location of the topic sentences and the analysis of the main ideas of paragraphs. In this case, the mode of thinking which really reflects the domain theme of the article hasn’t been analyzed and the knowledge which contains the national cultural background and the expressions which contain the emotional intention of the author haven’t been analyzed, too. This leads to the case that we don’t receive an ideal effect of discourse teaching. In order to overcome this drawback of discourse teaching, we need to explore a best approach to discourse teaching from a brand new perspective. Metaphor theory in cognitive linguistics is currently an ideal theoretical perspective to make up the drawback of English discourse teaching.In theory, it can effectively meet the shortfall of traditional English discourse teaching by putting metaphor theory in applied cognitive linguistics into English discourse teaching. This new teaching model can not only cultivate students’ metaphor thinking and metaphor language ability but also help them analyze the article, understand the emotional attitude of the author, the internal mode of thinking and the cultural background of source language. In practice, this new teaching model helps students grasp the deep-rooted patterns of thinking of the article instead of the surface structure of the article. English majors, especially seniors, can thoroughly understand the internal mode of thinking and the domain theme of the article by metaphor theory. Ultimately the overall level of their English will reach a new level.On the basis of objective evaluation of English teaching model, the paper puts forward a new English discourse teaching model based on metaphor theory in cognitive linguistics, discusses the theoretical basis for the model, clarifies teaching philosophy and steps of the model, highlights, analyzes and summarizes the whole process of experiment and results of the teaching model of the discourse. Practice has proved that this new teaching model with operability can effectively promote reading level of English majors. It plays a significant positive role in English reading teaching. However, there is never be a perfect experiment, and the author believes that there is still room for improvement and the author hopes that the fellows can work together to make this new teaching model better.更多还原