互文视角下英语专业学生对阅读中暗引现象的理解研究

发布时间：2018-04-12 10:04

本文选题：互文性 + 暗引　；参考：《东北师范大学》2017年硕士论文

【摘要】：阅读是一项极其复杂的信息加工过程。阅读理解在英语学习中是非常重要的,尤其是对于英语专业的学生来说。我们有时发现某篇文章很难理解,多数人认为这应该归咎于文章中难以理解的语言知识,实际上文章隐含的信息难以理解也可能是重要原因。文章中这些错综复杂的隐含意义,即暗引现象,既是实现互文的一种重要手段,也可以从互文角度来解释。在本文中,作者将从互文性角度出发探究英语专业学生对阅读中暗引现象的理解状况。具体来说,作者将力图回答以下三个问题:(一)从互文角度看,英语专业学生对英语材料中的暗引现象理解程度如何?(二)对于英语专业学生来说,哪些类型的暗引现象更难理解?(三)在互文视角下,哪些问题阻碍了英语专业学生对暗引现象的理解?本文研究对象为某师范大学英语专业的三年级学生,这个年级较能代表英语专业大学生的一般水平。研究工具主要为测试和学生采访。作者为本次测试中的五篇文章特别设计了若干问题,测试之后,作者对学生的测试答案进行了量化和质化分析。通过测试和以及后续采访,作者发现,从互文角度来看,同学们阅读时在理解暗引现象方面有些困难。他们很容易忽略很多隐含细节,因为他们对文章作者认为他们理所应当了解的概念,事实或事件知之甚少。因此他们经常对这些暗引现象感到困惑。实际上,对于外语阅读者说,这不仅仅是发现或确定暗引对象的问题,更重要的是大概预知本族语作者在写作中倾向于运用什么暗引的问题。同学们对暗引现象的忽略意味着文章中很多暗引现象未被察觉,这不可避免地阻碍他们对文章的充分理解。通过研究,本文的目标就是要给英语专业学生一些更好理解暗引及有效阅读的建议。基于分析内容,本文从互文角度归纳了四种可能阻碍同学们理解的暗引现象。(一)暗指作者认为读者知晓的文化或其他背景知识;(二)暗指某种特定体裁所具有的特点(互文阅读可以帮助读者辨认出这一体裁进而锁定正确信息);(三)暗指文章的上下文语境,包括其中的人物、地点及情节等(此外,也有将文章和写作的大背景联系起来的暗指);(四)暗指读者可以根据常识推断出的事实,人物、事件等。最后,通过研究本论文得到一些启示。对于学生来说,他们要学会在阅读中联系所学知识,在所读文章和所积累的相关文化知识之间、文章和其所属体裁之间,文章和其语境或背景间,以及文章和其推断意义之间建立互文联系以理解相关暗引现象。就语言教师而言,必要时教师要给予学生课堂指导,帮助学生在学习中积累丰富的文化及背景知识。其次,还应鼓励学生多调动他们所学过的关于特定体裁所具特点的知识。再次,要引导学生对文章语境及背景有个总体了解以便更好地掌握全文;鼓励学生探究文章的推断意义以建立有利于识别暗引现象的互文联系。
[Abstract]:Reading is an extremely complicated process of information processing.Reading comprehension is very important in English learning, especially for English majors.We sometimes find it difficult to understand an article. Most people think that this is due to the incomprehensible language knowledge in the article. In fact, the difficulty in understanding the information implied in the article may also be an important reason.These intricate implicit meanings, that is, the phenomenon of implicit quotation, are not only an important means to realize intertextuality, but also can be explained from the angle of intertextuality.From the perspective of intertextuality, the author will explore the English majors' understanding of the implicit reading phenomenon.Specifically, the author will try to answer the following three questions: (1) from the perspective of intertextuality, how well do English majors understand the implicit phenomenon in English materials?(2) for English majors, which types of implicit phenomena are more difficult to understand?(3) from the perspective of intertextuality, which problems hinder the English majors' understanding of the phenomenon of implicit introduction?The subjects of this study are junior English majors in a normal university, which can represent the general level of English majors.Research tools are mainly for testing and student interviews.The author specially designed some questions for five articles in this test. After the test, the author analyzed the students' answers quantitatively and qualitatively.Through tests and subsequent interviews, the author finds that students have some difficulty in understanding the implicit phenomenon in reading from an intertextuality point of view.They can easily ignore a lot of hidden details because they know very little about concepts, facts, or events that authors take for granted.As a result, they are often confused by these occult phenomena.As a matter of fact, for foreign language readers, this is not only a question of discovering or determining the object of the implicit quotation, but also the question of predicting what the author of the native language tends to use in his writing.The students' neglect of the implicit phenomenon means that many of the hidden phenomena in the article are undetected, which inevitably hinders their full understanding of the article.Through the research, the aim of this paper is to give English majors better understanding and effective reading advice.Based on the analysis, this paper sums up four kinds of occurrences from the perspective of intertextuality which may hinder students' understanding.(1) implied reference to the cultural or other background knowledge that the author considers to be known to the reader. (2) it implies the characteristics of a particular genre (intertextuality can help the reader identify this genre and then lock in the correct information (3))Refers to the context of the article,It includes the characters, places and plots. (in addition, there are allusions to the facts, characters, events and so on that the reader can infer from common sense.Finally, through the study of this paper to get some enlightenment.For students, they have to learn to relate what they have learned in reading, between the article they read and the cultural knowledge they have accumulated, between the article and its genre, between the article and its context or context.And the article and its inference between the establishment of intertextuality to understand the phenomenon.As far as language teachers are concerned, if necessary, teachers should give students classroom guidance to help them accumulate rich cultural and background knowledge in their studies.Secondly, students should be encouraged to transfer their knowledge about the characteristics of specific genres.Thirdly, it is necessary to guide students to have a general understanding of the context and background of the article so as to better grasp the full text, and encourage students to explore the inferential significance of the article in order to establish an intertextuality conducive to the recognition of the hidden phenomenon.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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