有关从主位推进理论看大学英文写作教学的探析中英翻译.doc

/ /有关从主位推进理论看大学英文写作教学的探析中英翻译On from the main analysis of the theory to the college English writing teaching translation一、前言One, foreword 任何有逻辑的语篇在本质上都是由某种因素所决定，因此分析某个语篇时的中心就变成了怎样找到这种因素。长期以来，对于这个问题有很多的讨论。本文回顾了功能句子观对这个问题的讨论，而其中之一就是主位推进理论。主位推进理论在我们的写作以及任何有意义语篇的组织中起着非常重要的作用。英语作文的写作过程属于较严密的语篇组织过程，因此用主位推进理论来探讨大学英文写作教学将会给英文教学带来裨益。Any logical discourse in essence is decided by some factors, so the analysis of a discourse center becomes how to find these factors. For a long time, there are a lot of discussion on this issue. This paper reviewed the functional sentence view discussions on this question, and one of them is the main propulsion theory. Main propulsion theory in our writing and any meaningful discourse plays a very important role in organization. English composition writing process belongs to a rigorous textual organization process, therefore using emic propulsion theory to college English writing teaching will bring benefits for the English teaching. 二、功能句子观与主位推进理论Second, the function concept and the main sentence propulsion theory 1.功能句子观1. The function of sentences 功能句子观（Functional Sentence Perspective，简写为FSP）源自捷克布拉格学派语言学家马泰休斯（Vilm Mathesius）和费尔巴斯（Jan Firbas）的语言学基本观点。功能句子观就是用信息论的原理来分析话语或文句，测量一句话的各个部分对全句意义的贡献。1关于功能句子观，语言学家们给出了它的三个方面的内容：Function view of Sentence (the Functional Sentence Perspective, abbreviated as FSP) derived from the Czech Prague school linguist Mathesius (Vilem Mathesius) and Mr Fairbrass (Jan Firbas) basic point of view of linguistics. Function view is to use the principle of information theory to analyze the sentence words or sentences, measure each part of a contribution to the whole sentence meaning. 1 about the functional sentence, linguists shows its three aspects of content: （1）已知信息新信息（known（given）informationnew information）；New information on the known information (1) - (known (given) information - new information); （2）主位述位（theme（T） rheme（R）；(2) the theme - rheme (the theme - rheme (T) (R); （3）不同程度的交际力（different degrees of communicative dynamism（CD）(3) the different levels of communication (marketers degrees of communicative dynamism (CD) 对于上面1和2的区分，可以从马泰休斯定义来理解，他定义“话语的出发点”为“已知的或者至少在特定情况下很明显的信息，并且从这个信息说话者才能进行下去”；“话语的中心”是“说话者关于话语的陈述的信息”。由此提炼出“已知信息”和“新信息”。马泰休斯还定义“话语的基础（或主位）”为“句子中被陈述的对象”，“句子的中心”为“说话者对于主位的陈述”。2由此提炼出“主位”和“述位”。对于交际力，费尔巴斯给出的定义是“句子成分对于交际发展的贡献程度”。3他认为主位是由句子中具有最小交际力的成分构成。For the distinction between 1 and 2 above, can from the definition to understand mathesius, he defines the starting point of discourse as known or at least under certain circumstances clearly information, and from this information the speaker to continue; The center of the discourse is the presentation of information about the words speaker. The extracted information known and the new information. Mathesius also defines words (or primary) the basis of the to sentence by the object of statement, center of a sentence as the speaker on the statement. 2 the abstracted master and a. For communication power, Mr Fairbrass given is defined as parts of the sentence for the contribution degree of social development. 3 he thinks that the main is made up of sentence composition with least sociable. 之后，韩礼德（Halliday）等进一步陈述了他们对于主位，述位和文章结构安排的观点，这对于我们的研究是很有帮助的。如韩礼德认为主位是“信息的出发点”4；功能语法学者汤普森（Thompson），认为小句的第一个语法成分是主位（Theme），其余是述位（Rheme）。5Halliday (Halliday) further state after they for theme, rheme and the viewpoint of structure arrangement, this is very helpful for our study. As halliday thought theme is the starting point of information 4; Thompson (Thompson), functional grammar scholars thought the sentence of the first grammar composition is Lord (Theme), the rest is Rheme (Rheme). 5 2.主位推进2. The dominant propulsion 捷克布拉格学派语言学家丹内什（Frantisek Danes），从语篇角度研究语篇中句子间主位与述位的逻辑关系，提出主位推进的概念。他把主位推进方法应用于语篇分析，认为主位因现象价值较低成为语篇重要的构建手段，对于语篇统一至关重要。在一个语篇内，主位的顺序不是任意的，下文中的主位总是与上文中的主位述位结构相关。6只有这样，读者对语篇内容才能有进一步的了解。主位推进可以被认为是语篇内容的骨架。Czech Prague school within the linguist Dan shi (Frantisek Danes), sentences in discourse from the perspective of discourse studies the logical relationship between theme and rheme, puts forward the concept of theme to promote. He put the main propulsion method used in discourse analysis, thought the main phenomenon of because of lower value has become an important means of building discourse, is vital for unified text. Within a text, the main bit sequence is not arbitrary, below the main position is always related to the theme - rheme structure above. 6 only in this way, readers of discourse content can have a further understanding. Main propulsion can be considered to be textual content of skeleton. 对于确定主位和述位的标准，丹内什进行了大量的测试。他进而提出了三种主要的主位推进方式：To determine the standard of theme and rheme, Dan was tested heavily. He then put forward the three major theme propulsion mode: （1）简单线型。这种推进方式特点是前一句的述位或述位的一部分成为后一句的主位。用公式表达则为：（其中T代表主位，R代表述位）(1) simple linear. The propulsion mode is characterized by a rheme or before after the rheme part to become a master. Expressed in formula (T on behalf of the master of them, R represents the rheme) T1 R1T1 - R1 left T2（= R1）R2T2 (= R1 and R2 . Tn（=Rn - 1）RnTn - Rn (= an Rn - 1) 这种简单线型最容易理解，也最常见与我们见到的语篇中。The simple linear is the most easy to understand, is also the most common and we meet in the discourse. （2）相同主位推进型。特点是整个语篇中只有一个相同主位，但是语篇中每一句的述位都不相同。表达式为：(2) the same main propulsion. Characteristic is the only one in the text the same theme, but every sentence mentioned in a text is not the same. Expression is: T1 R1T1 - R1 T2（= T1）R2The T2 (= T1) - R2 . Tn（= T1）RnTn (= T1) - Rn （3）派生主位推进型。特点是语篇中有一个总括的主位（超主位），语篇中每一个小句的主位都是这个超主位派生的。(3) derived the main propulsion. Characteristics is one of the discourse sum up of the (main), in each clause of the is the derived of this theme. T=T1+ T2+ TnT = T1 + T2 +. + Tn T1R1T1 - R1 T2R2The T2 - R2 . TnRnTn - Rn 然而，我们在日常生活中接触到的大多数文本并不是仅仅涉及到一种推进模式。一种或者几种模式通常交织在一起。第一和第二种模式的结合是比较常见的方式。而这种结合方式被认为是具有高度逻辑顺序的从主位到述位的语篇组织方式。因此这种方式也代表了主位推进模式基本类型应用的正式框架。We come into contact with in our daily life, however, most of the text is not only involves a propulsion mode. One or more of the following modes are usually interwoven. The first and the second pattern is the combination of more common way. And this combination is considered to be highly logical order from the theme and rheme in discourse organization. So the pattern of thematic sequencing, this way also represents the formal application of the basic types of framework. 三.大学英文写作教学研究3. College English writing teaching and research 大学英文写作教学的主要教学对象是大学在读学生，大学生经历过初高中阶段的英语学习，对基本的英语语法和单词都有一定的掌握，具有一定的写作能力，当然总体上讲，大学生的写作基本上还处于初级水平。笔者在一个学期内对大学一二年级多个院系抽取了200多份英文作文进行批改，发现有以下的特点：College English writing teaching the main teaching objects are university students, college students experienced high school stage of learning English, to have some basic English grammar and word of the master, have certain writing ability, of course, generally speaking, the writing of college students basically is still in the primary level. For one semester on the university second grade multiple departments drew more than 200 English composition corrections, discovered that has the following features: 1.语法和单词拼写错误仍然存在，但是数量不多；1. Grammar and spelling errors still exist, but the quantity is not much; 2.很多文章逻辑关系较为混乱，表达意义不很清晰；2. Many articles logical relationship is relatively chaos, express the meaning is not very clear; 3.很多文章中心不突出；3. Many articles center is not prominent; 针对这些问题，大学英语教师应该采取相应的对策。第一个问题要求大学英语教师仍然要加强单词和语法教学，但显然这不是英文写作教学的中心。大学英文写作教师的教学中心应该转移到特别注重句子之间和段落之间逻辑关系上来。To solve these problems, college English teachers should take corresponding countermeasures. First question requires college English teachers still have to strengthen the words and grammar teaching, but obviously this is not the center of the English writing teaching. Universitys centre for English writing teachers teaching should be transferred to put special emphasis on logic relationship between between sentences and paragraphs. 对于第二个问题的解决，主位推进理论会给我们很大的启发。我们可以将这一理论应用于写作教学中。任何一篇意义清晰，逻辑For the second problem, the main propulsion theory will give us great inspiration. We can apply this theory in the teaching of the writing. The meaning is clear, an article from any logic 严整的文章都是主位推进模式的完美演绎。由上文可知，主位推进第一和第二种模式的结合是比较常见的方式。因此，在课堂教学中，教师可以将写作教学分成两个步骤：单段写作练习和多段写作练习。单段练习主要训练学生从主位到述位的写作能力。教师在单段写作练习中要使学生充分认识到：他们作文中的每一句话（首句除外）都是能够在前文中找到依据的。具体地讲，教师可以抽查学生解释作文中任何一句的依据。单段写作熟练后，教师可以进行多段作文练习，仍然要强调每个段落中的前后句的逻辑关系。The pattern of thematic sequencing, orderly articles are the perfect deduce. By above knowable, the main push the first and the second pattern is the combination of more common way. Therefore, in classroom teaching, teachers can write teaching is divided into two steps: a single piece of writing practice and more practice. Single period of main training students practice writing ability from the theme and rheme. Teachers in single piece of writing practice to make students fully aware: every word of their composition (except the first sentence) are found in the former paper. Specifically, teachers can spot check students explain the basis of composition in any sentence. Single paragraph writing proficiency, teachers can be more composition practice, still want to emphasize the logical relationship of before and after the sentences in each paragraph. 主位推进理论也可以指导解决第三个问题。文章中心的突出也要遵循主位推进的原理，各个片段的中心意思可以是并列关系，也可以是逐步推进的关系。而教师在进行多段写作练习时候要使学生注意各个段落之间关系以及各个段落中心和文章要表达的中心意思之间的关系。Primary propulsion theory can also be a third solution. The center of the article highlight also should follow the main propulsion principle, the main idea in each fragment can be parallel relationship, may also be gradual. And teachers in the period of writing exercises more time to make the students pay attention to the relations between each paragraph, and each section between the center and the center of the article to express meaning. 四.