摘要
近20年来,为了在我国传统英语教学体系之外探索更为有效的教学方法,不少英语教学工作者尝试了将文体学应用于英语教学的实践,并在理论上做了诸多探讨。其中,将文体学理论与培养学生英语交际能力的研究呈现出以下两个特点:一是小论文多,而深入研究相对较少;二是流于理论论述较多,往往止于指出需要补充的文体学知识,而较少提出具体实施的应用方案。基于前人目前已经取得的成果,本论文力图在提出应用方案方面,将文体学与交际能力培养相结合的研究有所推进。
论文首先清理了文体学和交际能力的概念,并说明了两者的联系。文体学是一门从语言学角度研究文体的理论,其任务在于描写不同文体的语言特征,目的是使学习者根据文体的不同能适当地选取交际语言。交际能力的定义诸多,人们广泛接受的一种是把交际能力看成语法能力、社会语言能力、语篇能力和策略能力的综合。文体学和交际能力的联系体现在两个方面。其一,文体学描写的语言特征与交际能力中的语法能力密切相关。其二,文体学和交际能力都强调对语言使用的适合性。其次,本文从课程需求、现有教学条件、教学方法和教学大纲入手分析了英语专业教学应用文体学的必要性,并从教材、师资、理论支持三方面进行了可行性分析。本文还对可用的文体学知识从语言结构的层次和语境方面做了相关论述,为后文的应用研究提供了理论资源。根据论文的应用性指导思想,本文提出将比例大纲作为英语专业课程框架设计的指导。该大纲以语言的使用为原则,与文体学和交际能力有密切的联系,这构成大纲用以指引课程框架的基础。在课程框架设计部分,论文依据比例大纲,先介绍了设计原则,而后选择英语专业的典型课程——《高级英语》为例,对其课程框架进行了设计。至此,本论文将文体学理论应用于学生英语交际能力培养的研究问题有了一定的答案,尽管此方案还有待于付诸实践检验。由于比例大纲和框架设计原则具有普遍的指导意义,所以教师也可对其他课程的进行设计框架,以提高学生的语言交际能力。
概括而言,本论文以英语专业学生为研究对象,以文体学应用为手段,以提高交际能力为目的,以比例大纲为指导,提供了将文体学理论应用用于提高学生交际能力的策略,以期为用文体学提高交际能力的进一步研究提供一定思路。
In the past 20 years also, many Chinese teachers of English have experimented in incorporating stylistic theories to English teaching vis-à-vis the tradition-ridden grammar-translation method that has proved inadequate. However, the research undertaken in that respect, tentative as it is, suffers some drawbacks. Take for example one main thrust of the research efforts—that in applying stylistics with the aim of improving students’communicative competence. Research in this filed is believed to be flawed in at least two aspects: for one, many explorations are oversimplified rather than thorough; for another, many stop at recommending theoretical modest proposals instead of inventing solutions to the problem thereof by, say, designing feasible strategies for real-life practice. The latter is exactly what this thesis is intended to pursue.
The exploration in this thesis for a new approach to improving students’communicative competence in English teaching undergoes several steps. At the outset after introduction part, the thesis clarifies the definitions of stylistics and communicative competence, based on which it establishes the links between the two concepts. Stylistics, as a linguistic study of style, aims to enable the learner to perform appropriate language use on the consideration of style with the task of describing language features of different styles. Communicative competence, though oftentimes defined variably, is generally accepted to be the combination of grammar competence, sociolinguistic competence, discourse competence and strategic competence. The connections between stylistics and communicative competence are expressed mainly in two aspects: (1) The described language features of styles are closely related to grammar competence; and (2) both stylistics and communicative competence emphasize the appropriate use of language. In Chapter Three, the thesis proceeds to analyze the necessity and feasibility of applying stylistics in teaching English to English majors from the perspectives of materials features, teaching resource and theoretical support, as well as course needs, teaching constraints and teaching syllabus, respectively. Chapter Four summarizes the useful stylistic knowledge from the levels of language structures and the concept of context. Then, for the purpose of providing practical strategies of teaching, Chapter Five first introduces the proportional syllabus as the guide to framework design. The proportional syllabus is grounded with the principle of language use, and is tightly connected to stylistics and communicative competence, thus lays the legitimate base for adopting the syllabus in course designing. In what follows Chapter Five of the thesis describes the principles of framework design with abidance of the proportional syllabus. The thesis then proceeds to a case study of a typical course commonly delivered to the third-year English majors in Chinese universities, i.e. Advanced English, for which detailed course framework is designed. Up to now a new approach—the application of stylistics—has been brought forth for improving students’communicative competence in English teaching, although it has yet to be tested in practice. It is believed that the Proportional syllabus and the principles of framework design as demonstrated therein are entitled to be universal guidelines for frameworks design for courses other than Advanced English. It is the author’s expectation that the outcomes of this research can shed some new light on future research and practice of approaches to enhancing student’s communicative competence in English teaching.
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