浅谈功能文体学在大学英语记叙文写作中的应用(2)
2016-03-08 01:07
导读：三、功能文体学在记叙文中的应用 英语教师常常遇到这样的情况:在读一篇学生的作文时,虽然每个句子语法,用词上都正确,但读起来却很吃力,不能给人一种
三、功能文体学在记叙文中的应用 英语教师常常遇到这样的情况:在读一篇学生的作文时,虽然每个句子语法,用词上都正确,但读起来却很吃力,不能给人一种顺畅的感觉。这就是因为学生在写作中缺乏主述位意识和衔接机制,结果写出的语段很不自然。例如,①One day on my way home from school,I was crossing the street when a car suddenly sped by.②A boy carrying a school bag was knocked down by the fast car and a screaming cry was heard.③Unexpectedly,the boy was lying in the street bleeding and the car continued at full speed.④At this time,a taxi was stopped at once by a young man who was passing by and rushed to the poor child.⑤The child was helped to get into the car by the tax driver who drove them away without saying a sing word.上述语段的句子语法无可挑剔,却因语序不妥而显得混乱,若将该语段句子的语序加以主述位结构的调整并且运用衔接机制,就可以成为既符合语法规则又具有可接受性的语篇。①One day on my way home from school,I was crossing the street when a car suddenly sped by②The car ran so wild that a boy carrying a school bag was knocked down by the fast car and a screaming cry was heard.③Unexpectedly,the car continued at full speed,and the boy was lying in the street,bleeding.④At this time,a young man passing by rushed to the poor child and he stopped a taxi at once.⑤The driver of the tax helped to get the child into the car and drove away without saying a single word.句①的主位“On day on my way home from school,I”使读者知道了这个场景的地点及描述者。述位提出了“a car”。句②的主位“the car”是已知信息,与句①的述位构成重复衔接"这句的述位提出了新信息“the boy was knocked by the car”。句③是两个并列句,描述已知信息“the car”和“the boy”的情况。并且用”and”连接和重复衔接机制。句④的主位是时间状语“at this time”和新信息“a young man”述位又提出新信息“a taxi”。使用的衔接机制是同义(the poor child-a boy)。句⑤的主位是已知信息“the driver of the taxi”,述位告诉读者“get the child into the car and drove them away”,运用了重复衔接机制。在英语写作教学中,学生对英语主位推进理论和衔接机制的掌握并恰当地应用有助于在写作记叙文中实现上下文的连贯,把握并突出重点。文章条理清晰,逻辑性强。
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因此,大学生在写作记叙文中,应该按以下步骤进行,以提高写作水平。
(1)分析所给的题目要求,综合自己对题目的已有知识和所能获得的进行整体构思,构思所写的语篇主题,选择有代表性的事件;(2)语篇的结构:弄清楚应当先哪一部分,再写哪些部分,如何运用衔接机制;(3)进行主位推进模式的选择:根据所要表达的段落主题,选择对应的主位推进模式;(4)对词汇和句法的选择:根据所要表达的内容,选择句子结构、句子类型和主位类型;(5)语篇的修改:通过对语篇的各主述位结构和衔接机制的分析,检查所应用的主位推进模式和衔接机制是否能很好地表达作者的意图,检查所运用的词汇和句法结构是否与所要表达的中心紧密相关,是否是紧紧围绕中心展开的。
参考文献:
[1]程爱群,阮凤敏.英语四种语体中主位推进模式的对比研究[J].广西大学学报:科学版,2004,(6).
[2]张德禄.功能文体学[M].济南:山东出版社,1998.
[3]李荫华,王德明,夏国佐,余建中.全新版大学英语:第一册[M].上海:上海教育出版社,2001.
