本站原创摘 要：篇章语言学研究使用中的语言,它研究的重点之一是篇章结构的特点.谋篇布局策略是语篇分析的内容之一,它是语篇生产者在交际的过程中,为实现一定的交际目的,对语言内容和形式的选择.谋篇布局策略的研究给外语教学,尤其是写作教学提供了有利的依据.以主位结构、主位推进模式和语篇模式为切入点来探讨谋篇布局策略对大学英语写作教学的启示.
关 键 词 ：大学英语；写作；谋篇布局
中图分类号：G42文献标识码：A文章编号：1672-3198（2008）03-0214-02
1.句内结构的教学
在评阅学生作文时,经常发现他们的文章有口语化倾向.学生对于句子内部各成分的展开是随意的、没有规划和安排的,学生所写的句子,就是他们说话的笔录.主位-述位结构的学习对这个问题的解决会有所帮助.在课堂上,通过集体阅读、举例介绍、讲解分析在不同语言环境中句子建构的策略,同时让学生通过模仿例句完成给定的写作任务,比如,句子构建、句子重组、句子句子续写等,来使学生掌握句子内部结构的安排.
例如：
［1.a］The cat ate the rat.
［1.b］The rat was eaten by the cat.
在［1.a］中,谈话的起点是猫,是交际的双方都了解的对象,可以回答,那只猫干什么啦?而［1.b］则是用以回答,老鼠怎么啦?如果将这两个句子用在语篇中,它们的上下文一定是不同的,因为它们传递了不同的交际目的.
例如：将关 键 词 连词成句,分别以books, mankind作为句子的主位.（books important mankind history culture）
学生将它表达为：
［2.a］Books are to mankind are very important. They tell us the history,culture and other things that we don't know.
［2.b］To us mankind,books are very important.They tell us history,culture and what we； don't know.
那么着两个句子的论述的起点就不同,1.a以书为讨论的起点,1.b则以人作为话题的开始.那么在不同的上下文中对于同一个意义的表达会表现出不同的句子结构的安排.
选择一个句子完成对话.
［3.a］What happened to you?
［3.b］The car hit me.
［3.c］I was hit by the car.
根据主位结构理论,［3.c］答案以交际双方的共知的信息为谈话出发点,更符合人们对信息接受由已知到未知的心理期待.
2.句际结构的教学
在结构上,主位结构是语篇的谋篇机制之一,它以线性和层次性两种方式把语篇句子所谈论的话题联系起来,共同组成不同层次的大话题,最后体现语篇总话题.通过主位推进模式及其分析的教学,帮助学生发现、理解、掌握句与句之间联系的规律,并将它们应用到写作中,这可以帮助学生合理地把句子联结成衔接连贯的语段或语篇.
首先举例分析、讲解各种不同的主位推进模式,之后设计不同的任务让学生学习运用这些语篇模式,例如可以让学生将打乱顺序的句子按照要求的主位推进模式连接成段,按要求改写句子,在不同的句子中选择句子连接一个段落使其发展符合某一个主位推进的模式,或者让学生按某一个主位推进模式来构建一个段落.
例如：将以下打乱顺序的句子［3.a］,运用平行型主位推进模式,重新组合成一个语义连贯的段落句子（3.b）.
［4.a］ Some suggested the Guanting Reservior.
Then someone said：“Why not go back to Anchuang for a visit?”
We were discussing where to go for an outing during the spring holiday.
Others wanted to see the Great Wall.
［4.b］We（T1）were discussing where to go for an outgoing during the spring holidays. Some （T2）suggested the Guanting Reservoir. Others（T3） wanted to see the Great Wall. Thensomeone（T4）said：“Why not go back to Anchuang for a visit?”
这些主位推进的模式是语言学家在分析了大量的语篇、语料后归纳总结出来的,但是任何一个语篇并不都是按照某一个模式发展下来形成.每一个语篇都是一个、两个或者多个主位推进模式的综合体.但是,具体到一个语段,为了某种特定的目的,语篇生产者可能会采用某一种主位推进模式来发展这个语段.
在掌握主位推进的基本模式之后,鼓励学生模仿运用多种主位交叉推进的模式.
3.段落的发展
段落的发展呈现出不同的模式,笔者在教学中首先引导学生发现并分析语篇的发展特点,采用确定语段内容,让学生应用某一种语篇发展模式来写作,或者以命题作文的方式来写作等方法帮助学生模仿应用语篇模式,写出逻辑清晰,结构合理,主题突出的文章.
在段落发展的教学中,以学生阅读范文,师生共同分析并找出规律,学生模仿写作,参照范文来对比分析学生作文的问题.
例如：布置学生完成一篇文章,写人们外出旅游带相机,为消除安检时x射线损害胶卷而购买铅线袋这个事实的叙述,然后对照学生的作文分析以下示范语篇.
［5］Most people like to take a camera with them when they trel abroad. But all airports he X-ray security screening and X-rays damage the film. One solution to this problem is to purchase a specially designed lead-line pouch. There are cheap and can protect film from all but strongest X rays.
在例［5］中,第一个句子提供一个情景,第二句提出问题,第三句用solution一词告诉读者问题解决的办法.
McCarthy（1991：78-81）认为在提出问题-解决问题（problem-solution）的语篇模式中,表示解决问题的语句中往往含有solution,answer,oute,effect,result等词语.因此,在类似的语篇中,学生可以采用这个模式.（学生的阅读、发现规律、分析范文）
［6］Every other critic has said that On Food and Cooking is brilliant,a revelation,and a unique bination of scientific insight and literacy which sweeps aside all myth and jargon as none he done before. McGee's book is indeed well written,is full of good things and is good to he on the shelves as a continuing source of relevance and quotes. But it also has its fair share of mistakes,omissions and mis alignments of emphasis.
第一个句子是假设-真实结构中的假设部分,作者向读者介绍了大多数人对此书的评价,直到句末,作者都没有明确表示是要支持还是要驳斥、反对.然而在第二、三个句子中,作者表明了自己的观点,首先是对此书的优点加以陈述,然后作者为什么有不同的看法进行了论述.
［7］A poem differs froth most prose in several ways. For one,both writer end reader tend to regard it differently. The poet's attitude is as if,sticking his neck out,he were to his say： I offer this piece of writing to be read not as prose but as a poem-this is,more perceptively,thoughtfully,and considerably,with more attention to sounds and connotations. This is a great deal to expect,but in return,the reader has a right to his own experiences. He approaches the poem in the anticipation of out-of-the ordinary knowledge and pleasure.
第一个句子是一个概括句,提出诗歌与散文存在差异.后面的第一、二、三句分别从不同的侧面进行论述的具体的差异.
语篇模式的分析和教学,使学生能够发现和理解语段和语段之间联系的内在规律,但是他们在具体的写作任务中依然存在一些问题.因此在教学中,对学生作文进行分析,使他们及时地发现并纠正这些问题,才能使学生的作文能力得以提高.
（要求学生完成这一命题作文,然后集体讲解和改写）
例如［8.a］（引自学生作文：Smoking Helps Thinking?）：
［8.a］Some people make sure that oking can help them think problems and then handle them. Because sometime maybe something is an obstacle to go on solving problems. By oking,it can excite their thought and nerve, which make them full of energy. In my opinion,oking can't help thinking. It may disorder attention. It says that don't divide the heart to use. Moreover,oking has much bad and serious defect. For example,it harms health and effect the progress of thinking. Can it help thinking? Some famous experts think it uncertain. However,they he done experiments to prove it.
改写后的学生作文：
［8.b］Some people oke habitually while writing,reading or doing something else. Even being confronted with objections,they still keep and often defend themselves by claiming oking helps thinking. They say oking excite them when they are tired, inspire them when they are thinking. However,it is not true. Till now,there is no solid evidence to support it. The person concentrates on what he is doing,he is unnecessary to be excited. Sometimes oking is a distraction for him. In addition,oking harms physical health of both the oker and the non-oker around.It is said that oking contributes too many of serious diseases such as lung cancer, throat cancer and so on. In a word,oking does not help thinking,while it does spoil your health.
在［8.a］学生所写的语段中,从整个结构来看,虽然有一个主张－反主张模式的雏形,但是两个部分的划分和语篇结构的安排还不是特别明晰,主位变化多样,语义跳跃,不符合英语语篇的发展规律.而且对于两个主题（主张）的论述也很泛泛,所以缺乏说服力,在改写后的［8.b］中,应用了主张－反主张语篇发展模式.主张、反主张的提出明白,直接了当.同时还注意了主位－述位的推进顺序的安排.使得句与句之间的衔接合理,通顺,段与段之间的过度很流畅,有章可循,语义表达自然、连贯.
通过语篇模式的分析和教学,学生发现和理解语段和语段之间联系的内在规律,之后能掌握规律,并且有意识地在规律的指导之下,依照一定的线索来发展语篇,可以纠正学生语篇结构混乱,段落过渡不当或不自然,层次杂乱无序,叙述无章可循,文章缺乏整体性的问题.