试析英语中的连贯与阅读理解

传统观点认为,阅读理解是读者的单边行为,近年来,随着研究的不断深入,篇章的交际功能逐渐被认识。因此,篇章被视为是作者与读者相互交流的桥梁。通过研究得知,"连贯"是保证这种交流的重要前提。它分为"篇章连贯"和"思维连贯"。前者主要指作者在创作篇章时所使用的语言衔接机制;后者主要指储存于读者头脑中的"图式"知识。两者的有效结合确保阅读理解的顺利完成。     

衔接与连贯对译文质量的影响

衔接与连贯是篇章的两个重要特征,正确理解原文篇章的衔接和连贯是保证译文准确性的前提。本文从理解篇章的衔接与连贯角度出发,阐述了它们对译文质量的影响和作用。     

浅议篇章翻译中的连贯

近年来,随着研究的深入,篇章语言学已经成为翻译研究与翻译教学的一个主要供体。连贯是篇章翻译中的核心概念之一。本文旨在阐释连贯的定义及其实现问题,并进一步讨论在篇章层次上所进行的翻译研究与教学。     

从粘连与连贯角度论中西诗歌的差异

诗歌是艺术的结晶,反映着中西语言文化差异。本文以杜牧的七言绝句《清明》为例,以篇章粘连和连贯理论为基础,比较分析汉英语在该理论具体应用上的异同,主要研究其不同之处。从整体上看,汉语篇章偏连贯,英语则偏重粘连,尤其是语义粘连。以此同时,探索造成此种异同的深层社会文化及思维方式差异。汉语是形合、柔性语言,思维方式以悟性为主;英语是意合、刚性语言,思维方式以理性为主。     

语篇连贯与结构衔接

连贯是个有争议的概念,若干语言学家从不同角度对其作过论述。语言大师们的见解各有千秋,但叉都不甚全面,有些则需要补充和修正。该文对Halliday和Hasan提出的连贯理论从三个方面作了评述与补充。笔者认为连贯是情景语境内篇章的最终整体效果,也就是说,当篇章在内部、外部、线性、不同层次上都衔接时,该篇章就形成了一个语义整体;当衔接关系与情景语境相连时,篇章的功能得到正常发挥;两个条件均具备了,篇章也就连贯了。     

语篇衔接和连贯在阅读理解中的应用

以语篇衔接和连贯理论为框架,系统地讨论了语篇衔接和连贯在阅读理解过程中的应用,并且突破了传统意义上仅限于在词汇、语法和句中结构层面上的阅读,指导学生以篇章为单位的层面上进行阅读,以帮助学生提高阅读速度和效率。     

修辞格在篇章中衔接连贯的修辞功能

作为修辞学研究的对象之一,修辞格是我国传统修辞学研究的核心内容。长期以来,人们对修辞格的研究主要集中在对其自身本质特征上。随着修辞学以及篇章语言学的发展,我们不能仅仅局限于前人研究的层面。试从篇章修辞的衔接与连贯的角度来研究比喻、反复和排比三种典型的修辞格,分析其在篇章中如何取得理想的修辞效果。     

试论英语语篇中的词汇衔接

词汇衔接对于实现语篇连贯起着基础而关键的作用。本文从复现和搭配两个方面探讨了词汇衔接在语篇中的重要性。词汇衔接的研究不仅有利于培养篇章意识和篇章分析能力,而且有助于增加词汇量,增进对单词在特定语境中的理解。     

语言教学的新视野——语篇认知理论在翻译教学中的应用

本文主要以汉诗英译的语篇为例,从语篇认知的层面上探讨了英语与汉语在表现形式上的本质和差异。在语篇认知结构上,英语具有衔接严谨,诉诸理性,篇章易长的特点;汉语则连贯紧凑,诉诸意象,语篇易短。正因如此,英诗诗意易于明朗,汉诗诗意趋于模糊。对两者之间显著差异的认知可以促进英汉互译教学及英语学习的研究。     

语篇连贯与阅读理解

随着篇章语言学研究的不断发展，语篇教学在阅读教学中日益显出其重要性。阐述了语篇连贯与阅读理解的关系及其对阅读理解的作用，并对阅读教学提出了一点粗浅的看法。     

Developing and testing a model of direct and indirect relationships between individual differences,processing, and multiple-text comprehension

The purpose of this study was to test a hypothesized model that specified direct and indirect linkages between the individual difference variables of epistemic beliefs, need for cognition, individual interest, and prior knowledge, the processing variables of effort, deeper-level strategies, and situational interest, and multiple-text comprehension. Using a path analysis approach with a sample of 279 Norwegian upper secondary school students, results indicated that students' effort and deeper-level strategies predicted their multiple-text comprehension, with the individual difference variables indirectly affecting multiple-text comprehension through their influence on effortful, adaptive multiple-text processing. In addition, students' prior knowledge about the topic of the texts seemed to affect their multiple-text comprehension directly as well as indirectly. Both theoretical and educational implications of the results are discussed.     

The effects of levels of elaboration on learners’ strategic processing of text

In the current work, we examined learners’ comprehension when engaged with elaborative processing strategies. In Experiment 1, we randomly assigned students to one of five elaborative processing conditions and addressed differences in learners’ lower- and higher-order learning outcomes and ability to employ elaborative strategies. Findings indicated no significant differences among conditions on learning outcomes. However, learners better able to employ elaborative processing strategies performed better on outcome measures. Experiment 2 extended this research and addressed whether there would be differences across elaborative processing conditions in learners’ comprehension at delayed testing. We also examined the role of motivation in performance and strategy use. Findings indicated no differences on the outcome measures at delayed testing; however, there were significant differences in learners’ performance on an integration outcome at immediate testing. In addition, significant positive correlations were indicated for several outcome measures, strategy use and mastery orientation. Future research should further consider instructional scaffolds to promote learners’ strategic processing and critical individual difference variables as they effect elaborative processing.     

推理·连贯·语篇理解

连贯(coherence)是语篇的基本特征,在语篇理解中起重要作用。推理是语篇理解者构建语篇连贯的重要手段之一,因而也是构成语篇理解的基础。推理不仅仅涉及语篇信息的长时表征,也包括与连贯有关的信息短时激活,在语篇理解和信息加工系统中有其特定的制约和激发机制,语篇连贯离不开推理。文章探讨了推理(inference)和连贯的关系及其在语篇理解中的作用。     

衔接与连贯在听力语篇分析中的应用

本文以语篇的衔接与连贯为基础,运用语音衔接、词汇衔接、结构衔接和逻辑连接等多层次衔接,通过以英语听力语篇为语料进行实例分析,证明了多维衔接在听力理解中具有重要的作用,旨在进一步完善听力教学模式,帮助学生提高听力水平。     

语篇分析理论与外语听力教学

听力理解是一个复杂的语言解码过程 ,听力理解的对象是语篇而不是孤立的句子或单词 ,受此理念的驱使 ,本文认为 ,语篇分析理论中宏观结构、微观结构、语境以及会话合作原则对外语听力教学具有理论指导意义     

Using Coh-Metrix to Automatically Access Discourse Coherence in EFL Learners’Writing:A Quantitative Analysis

The purpose of the present study was to use Coh-Metrix,a computational tool,to examine the relationship between discourse coherence and writing level,and analyze the coherence of high level writing and low level writing.The study uses 5 Coh-Metrix variables to analyze 40 college students’timed compositions from Chinese Learners English of Corpus(CLEC) and their corresponding readability scores.The study demonstrates that Coh-Metrix variables,number of words,words per sentences,the Flesch-Kincaid Grade Level,LSA sentence all,and argument overlap can contribute to text coherence.Findings of the study indicate:there is a relationship between discourse coherence and writing level,but there is no significant difference between high level group and low level group in discourse coherence(p=.409>.05),and writing level can not distinguish discourse coherence in EFL learners’writing.     

Who Did What to Whom? The Relationship Between Syntactic Aspects of Sentence Comprehension and Text Comprehension

This study investigated the relationship between syntactic comprehension at the sentence level and text-level comprehension. The study isolated the specific contribution of syntax by asking whether sentence comprehension efficiency of difficult syntactic constructions explained variance in text comprehension after controlling for sentence comprehension efficiency of basic constructions with similar semantic complexity. Seventy-three Grade 5 students completed assessments of text comprehension; basic and difficult written sentence comprehension efficiency; and control measures of decoding fluency, vocabulary, and verbal memory. Efficiency measures were used to assess individual differences in basic sentence comprehension with accuracy near ceiling. Difficult sentence comprehension efficiency explained 6% unique variance in text comprehension after controlling for basic sentence comprehension efficiency and other controls. Thus, the results show that individual differences in the ability to establish sentence meaning from syntactic information are related to text comprehension.     

语篇翻译中的衔接与连贯

衔接与连贯是语篇研究中的重要内容。随着语篇翻译的研究不断深入,衔接与连贯作用也日益凸现。中西人民的认识和思维方式及美学传统等方面存在的差异决定了中西之间的表达方式和表达习惯的不同,因此文章的谋篇布局以及语篇的连接方式也便有了各自的特点。在英汉互译中要认真考虑如何遵循彼此的语言习惯,用不同的实现方式使译文能衔接紧凑,结构严谨。     

Longitudinal predictors of reading comprehension in French at first grade: Unpacking the oral comprehension component of the simple view

According to the simple view of reading (SVR), reading comprehension relies on “decoding” (pseudoword, word reading) and “oral comprehension” skills. Testing 556 French pupils, we aimed at unpacking these two components and tracking their longitudinal development in first grade. We have found that: (1) lower level language skills (vocabulary, syntax) and discourse skills (oral text comprehension) emerged as two dimensions of “oral comprehension”; (2) lower level language skills longitudinally predicted reading comprehension outcomes, above code-related skills; (3) decoding precursors (letter knowledge, naming speed and phonemic awareness) predicted reading comprehension directly, and indirectly, through decoding skills (pseudoword, word reading, text reading fluency); (4) Oral comprehension skills did not favour the development of decoding. Our results support the independency of the SVR components. However, we suggest that a more fine-grained conceptualisation of oral comprehension skills would help to better understand the individual and pedagogical factors influencing the early development of reading comprehension.     

论连贯假设的关联性解释

正常的交际过程中存在对传递信息的关联性承诺和假设：说话人传递相关的信息;听话人期待和寻找相关信息。关联性假设在语篇理解中表现为连贯假设。读者假设前文所含信息与后继语篇内容在语义上存在相关性,并通过推理手段完成语篇连贯的重构。