语篇知识PPT课件.ppt

语用学指导下的补全对话1.A:Your mother is a doctor.What about your father?B:Hes a lawyer.2.A:Ive got some trouble with my contract with the bank.Can your father help me?B:Hes a lawyer.3.A:My computer has gone wrong.Can you ask your father to help me?B:Hes a lawyer.语境体现说话人意图的意义叫做“话语意义”。“自然意义”：语言所固有的意义。1违背会话合作性原则1.A:Are you coming to the shop this afternoon?B:Im not feeling so well.2.A:Do you want some tea?B:Tea would keep me awake.3.A:Did you pass the final exam?B:I failed in English.4.A:Can you tell me how our forefathers lived without electricity,radio,TV or internet in the old days?B:So they all died.5.A:How did Jimmy do his history exam?B:Oh,not at all well.They asked him things that happened before the poor boy was born.But I do want to stay awake.26.A:Tom,can you come back at six oclock?B:7.A:Rose and Mary are so good,arent they?B:8.A:Tom is such an annoying boy.B:.It is rush hour then.Well,Mary is a good girl.Your bike is so nice.3关于语篇知识对完成B卷语篇的启示思考一a.Tom beat Joe,but he was beaten by Jack.b.Tom beat Joe,but Jack beat Tom.思考二a.The earthquake was destructive.b.It destroyed many trees.c.Many trees were destroyed by it.语篇生成过程是信息传递的过程。每一语句都是一个信息单元，包括已知信息和新信息。语篇的展开一般是由已知信息到新信息不断循环交替推进的。这是形成语篇连贯的内在因素，即连贯的语篇其语义信息应该由已知信息-新信息-已知信息-新信息不断推进发展的，这符合由已知到未知的心理认知过程，所以是形成语篇连贯性的重要手段之一。语义间信息连贯是构成语篇清晰脉络的内在机制。4 目前我们绝大部分老师在带领自己的学生在训练阅读理解能力时还只是停留在拼凑英语单词意思来理解句子、文章阶段。好一点的老师往往也最多只注重篇外衔接（指代、重复、过渡词等）而忽视篇内信息传递的一般模式，因而很难有效指导学生准确把握文章内在逻辑结构、领悟文本的深层意义。5 Is science a monster or an angel?From the history of human beings,we can see clearly the enomous progress made by science.In almost every field,such as agriculture,industry,medicine,communication,education and so on,science has created great marvels.Besides,science leads us to recognize the nature of all the objects,teaches us to better our living environment,help us to solve various problems and provides us with a bright future.In a word,the world wouldnt make any stride without the rapid development of modern science.62024/3/19 周二7 从内容上来看，2-4句都是围绕主题句1展开的，因此具有统一性。这些单句组成篇章后，尽管运用了词汇重现science、过渡词besides,in aword等衔接标志语，但仍然感到句子间语义衔接不自然，跳跃性比较大。从信息在各语句中分布来看N+G、N+G、G+N、N+G，除句3外，其他三句均违背了信息传递模式，把新信息置于已知信息前，使新信息轮番出现在句首，让读者感到很突然。为了进一步理解，读者必须付出一定的认知努力才能与刚获得的已知信息联系起来，所以感到语义不畅，整体缺乏连贯性。8 Is science a monster or an angel?As can be seen from the historical recod of human beings,sciene has made enomous progress.It has created great marvels in almost every field,such as agriculture,industry,medicine,communication,education and so on.Besides,it leads us to recognize the nature of all the objects,teaches us to better our living environment,help us to solve various problems and provides us with a bright future.In a word,without the rapid development of modern science the world wouldnt make any stride in its evolution.经过修改后，信息在每一单句内都符合已知新信息的置列顺序G+N、G+N、G+N、G+N,增强了单句之间的内在逻辑连贯，使得整个语篇自然、流畅。如果学生在阅读时能够注意到信息在句子中排列模式，并且能够尽量把前一句刚刚提及的、能自然连接起来的那一部分作为新句子的开始，就能把句子紧密连接起来，达到通顺、连贯的语篇领悟与把握。9 Last Saturday was Marys birthday.We had a party and her cousins were invited.A big birthday cake was eaten and many gifts were sent to Mary,she was very happy.But Mary met a terrible mess,the cup was broken,her new T-shirt was washed by me because it was dirty.How angry I was!这段话真能有助于学生理解被动语态的意义吗?10草根突破阅读中长难句策略 其实就考试而言阅读理解能力是指能快速阅读长句并掌握其核心内容的能力。“剪枝法”阅读技能，能为学生“武装”一副具有 X透视功能的眼睛，无论多长的句子，学生都能一眼抓住句子的核心内容。11“剪枝法”阅读技能，是指对于句中出现的“介词+”、“以-ly”、“时间副词”、“从句”等等统统在第一次阅读时被“剪掉”，只关注句干，如：I have no boyfriend to meet and no money to spend over the long holidays.使用“剪枝法”句子的核心内容一眼就看出来了，“我没有男朋有，也没钱”。换句话说，在读第一遍时通过“剪枝法”掌握句子核心内容，在读第二遍时再连同细枝末节细化理解句子意思。先掌握了句子的核心内容，即使读了两遍花费的时间也比传统方法少，且效率、正确率还高一些。12On that day,Arons arm was caught under a 360-kilo rock that fell on him when he was climbing by himself.His love for mountain climbing is so great that he kept on climbing mountains even after this experience.132024/3/19 周二14