体裁与体裁教学法

《体裁与体裁教学法》由会员分享，可在线阅读，更多相关《体裁与体裁教学法（5页珍藏版）》请在装配图网上搜索。

1、体裁（genre）是一种社会交际活动的分类，与一个社会的政治、文化结构和惯例紧密相关（Kress，1985）。体裁分析是语篇分析的新发展，其根本宗旨是研究语篇的交际目的和语言使用策略。该分析法超越了语言的表层描述，注重探讨语篇的宏观结构及其交际功能，试图解释特定语篇所具有的认知结构。体裁和体裁分析理论越来越多地应用于语言教学中，“体裁教学法” 成为二语教学领域的研究热点。本文就其理论依据和教学模式进行探讨，以期为语言教学实践提供参考。一、理论依据1.体裁。“体裁”最早被用于文学和修辞学研究，后来人种学家将其引入语言学研究领域。在语言学领域中语言学家们对“体裁”的概念进行了详尽的界定。目前国外从

2、事体裁理论研究主要有三个学派：以Swales，Bhatia为代表的特殊目的英语学派（English for Specific Purpose，ESP），以Halliday，Martin为代表的系统功能学派（Systemic-functional Linguistics School，SFL ）和以Miller，Berkenkotter & Huckin（1993）为代表的北美新修辞学派（North Rhetoric）（依次简称ESP学派，SFL学派和NR学派）。ESP学派中的Swales最早对体裁做出界定，认为“体裁”是一组具有共同交际目的的交际事件。这一定义又被Bhatia进一步阐释为：（1

3、）体裁是一种可辨认的交际事件；（2）体裁不是一般的交际事件，而是一种内部结构特征鲜明、高度约定俗成的交际事件；（3）在建构语篇时，我们必须遵循某种特定体裁所要求的惯例；（4）尽管体裁有其惯例和制约性，内行人仍可在体裁规定的框架内传达个人的意图或交际目的。SFL学派中的Martin 认为体裁是“一种有步骤的、以交际目的为导向的、某一特定文化成员参与的社会交往过程”。Eggins把体裁定义为“使用语言达到的有步骤、有目的的活动类型”，他认为“在我们的文化中有多少种已被承认的社会行为就有多少种类型的体裁”。NR学派的Miller认为体裁是“社会行为”，在“作为社会生活的体裁”一文中，她指出“体裁不是

4、分类的形式名称，而是一种社会活动，它是建立在典型修辞活动上的、规约的语篇分类”。三个学派对体裁的界定在本质上一致，即交际目的决定体裁的存在，同一体裁的语篇具有基本一致的图式结构。然而，由于文化因素或语篇变量的不同，属于同一体裁的语篇仍存在某些差异，使用者可以在不破坏其基本结构的原则下发挥创造性，创作出符合特定情景的语篇。2.体裁分析。体裁分析是多学科交叉研究的产物，既涉及文体分析，又涉及语篇分析，其根本宗旨是研究交际目的和语言使用策略。体裁分析超越了对语篇语言特征的表层描述，力求解释语篇建构的理据，揭示实现交际目的的特殊方式和语篇建构的规范性。所以，体裁分析最显著的特征在于它的解释性。体裁分析

5、将语言学、社会学和心理学方法紧密结合起来：语言学分析方法主要用来描述语篇的体裁特点；社会学方法则把语篇作为社会现象和社会行为来研究，探讨语篇的社会性和规范性以及影响语篇的社会文化因素；心理学方法分析语篇的认知结构和构建策略，探讨特定的交际目的在语篇中实现的理据。因此，体裁分析不仅关注语篇的语言特征的描述，更重视解释语篇的构建理据，探讨语篇背后蕴含的社会、文化和认知因素。二、体裁教学法体裁教学法是把体裁和体裁分析理论运用到课堂语言教学中，围绕语篇的图式结构开展教学活动。其目的是培养学生的体裁能力（genre competence），使学生认识到语篇不仅是一种语言建构，更是一种社会意义建构。体裁教

6、法根本宗旨是让学生掌握语篇的图式结构，又能理解语篇的建构过程，以帮助他们理解或创作属于某一体裁的语篇。 对于体裁教学法，尤其是显性教学（explicit teaching），三个学派持不同的观点。NR学派大多数研究者反对显性教学，认为体裁在课堂上是难以捕捉、不可学得的，教师的显性教学会限制学生的创造性，学生的体裁意识可通过大量接触同类体裁的语篇而不断渗透获得。体裁知识与得体的交际行为不是通过课堂指导学得的，是在参与日常活动和职业生活中自然习得的。因此，基于该学派的理论主张的教学活动受到限制。另外两个学派的教学理念则恰好相反。ESP学派主张显性教学，认为那些尚未渗透到目标文化中的二语学生，必须通

7、过有效的体裁教学才能了解体裁规约。这一学派的教学通过对专门用途英语的语篇进行体裁分析，引导学生掌握语篇的宏观结构和语言资源特征。SFL学派也支持显性体裁教学，该学派研究者认为，体裁教学的目的就是解释语言是如何表达意义的，只有显性教学才能帮助学生掌握各类体裁。因此，学生需要教师通过范文分析有计划、分步骤地引导才能掌握语篇。Martin等人设计出“Teaching-Learning Cycle”教学模式，该模式分为三个阶段：示范分析（Modeling）、共同协商写作（Joint negotiation of text）、独立创作（Independent construction of text）。

8、整个过程涉及大量的师生和生生间的交往活动，通过理解语言、分析语言、运用语言，讨论语篇产生的社会文化语境、交际目的、构篇机制、语法修辞等特点。这些教学活动涉及大量的语言输入，有效地促进学习者的语言输出。三、体裁教学法的综合评价从实践应用层面可以看出，将体裁理念应用语言课堂教学的，实践效果显著。然而，该教学模式也存在着不足。1.体裁教学法的优点。（1）体裁教学法可以使学习者认识到不同体裁的的语篇具有不同的结构。该教学法提供相对固定的语言模式，对阅读和写作教学有重要的意义。如学生可根据不同体裁的图式结构，很快抓住语篇的框架，同时可以模仿图示结构来组织新语篇。（2）体裁教学不仅注重语言知识的学习，也关

9、注语言符号与语境之间的关系以及它们所表达的意义。将语篇建构过程看做是一种社会行为，更加注重语言资源的社会性。（3）体裁教学法模式中师生之间、学习者之间的协作有利于创造民主、和谐的教学氛围，建立融洽的师生关系，全面提高学习者的人文素质，可更好地实施素质教育。2.体裁教学法的不足。（1）体裁的规约性可能会导致教学活动具有“规定主义”色彩（prescriptivism），学生的写作实践出现“千文一面”的局面。（2）“体裁教学法”可能使课堂教学出现以语篇为中心的倾向，教师容易偏重对语篇的描述和复制，而忽视创造性的语言操练活动。（3）体裁的种类十分繁杂，课堂教学难以穷尽学生将来生活中可能遇到的所有体裁，

10、故“体裁教学法”在写作课和阅读课教学中存在一定的局限性。体裁教学法仍处于一种探索阶段，但实践证明它是提高语言教学的有效途径。但体裁教学法也有一定的不足，其强烈的规定主义色彩，如果教师不能恰如其分地利用这种规定性，很容易束缚学生的想象力和创造力。所以运用体裁教学法时，要根据实际情况，设计出可操作性强的步骤和环节，引导学生认识各种体裁的构建方式和语篇特点，使学生能够创作出符合体裁惯例的语篇，提高他们的语言运用能力。Genre (genre) is a kind of classification of social communication activities, and a societys

11、political, cultural structure and practice closely related (Mr. Kress, 1985). Genre analysis is a new development of discourse analysis, its fundamental purpose the aim of communication is the study of language and language use strategies. The analysis goes beyond the surface description language, p

12、ay attention to discuss the macro structure of discourse and its communicative function, trying to explain the specific discourse of cognitive structure.Genre and genre analysis theory is increasingly used in language teaching, the type teaching method has become a hot spot in the field of second la

13、nguage teaching. In this paper, it discusses the theoretical basis and teaching mode, so as to provide reference for language teaching practice.One, the theoretical basis1. The genre. Genre was first used in the study of literature and rhetoric, ethnographers later into the linguistic research field

14、. Linguists in the field of linguistics to made detailed definition of the concept of genre. Currently engaged in the study of genre theory mainly has three schools abroad: with Swales, Bhatia for School on behalf of the special Purpose of English (English for Specific Purpose, ESP), with Halliday,

15、Martin School system function (Systemic - functional Linguistics School, SFL) and with Miller, Berkenkotter & Huckin (1993) as the representative of North America new Rhetoric School (North Rhetoric) (hereinafter referred to as the ESP in turn School, SFL School and NR School).ESP Swales to genre de

16、fining the earliest in the school, think genre is a set of social events with a common communicative purpose. This definition was Bhatia further explanation is: (1) genre is a recognizable social events; (2) the style is not the general social events, but an internal structure characteristic, highly

17、 conventionalized social events; (3) in the construction of discourse, we must follow a particular genre of practice required; (4) despite the genre conventions and conditionality, starters, can still be within the framework of genre regulations convey personal intent or communicative purpose.Martin

18、 thought genre of SFL school is a step by step, the communicative goal oriented, members of a particular culture involved in the process of social interaction. Eggins genre is defined as the use of language to achieve a step-by-step and purposeful activity type, he thought in our culture has many ki

19、nds of social behavior has been recognised as there are types of genre.Miller of NR school think genre is social activities, in as a form of social life, she pointed out that genre classification is not in the form of a name, but a kind of social activities, it is based on typical rhetorical activit

20、ies, text classification of the code.Three school of genre in essence is consistent, namely communicative goal decided the existence of the genre, discourse of the same genre have almost the same schema structure. However, because of the different cultural factors or discourse variables, belong to t

21、he same type of discourse, there are still some differences between users can without destroying its basic structure, the principle of creativity, produce conforms to the specific situation of discourse.2. Genre analysis. Genre analysis is the product of multidisciplinary crossover study, involving

22、both style analysis, and involves the discourse analysis, its fundamental purpose is to study communicative purpose and language use strategies. Genre analysis goes beyond the surface description language features in discourse, tries to explain discourse construction, reveals the special way to achi

23、eve communication goal and the normative discourse construction. So, the most notable features of genre analysis lies in its explanatory. Genre analysis combining linguistics, sociology and psychology methods: linguistic analysis method is mainly used to describe the discourse genre characteristics;

24、 Sociology is the discourse as a social phenomenon and social behavior to study, studies the social and normative discourse and the social and cultural factors influencing the discourse; Special psychology method of cognitive structure and build a strategy, discusses the specific communicative purpo

25、se is realized in discourse. Therefore, genre analysis not only focus on the characteristics of the language of the text description, pay more attention to explain the construction of discourse, to explore discourse behind the social, cultural and cognitive factors.Second, the teaching methodGenre a

26、pproach is to put the genre and genre analysis theory is applied to the classroom language teaching, the surrounding text of the schemata structure to carry out teaching activities. Its purpose is to develop the students ability of genre (genre competence), make students realize the discourse constr

27、uction is not only a language, but also a social meaning construction. Genre teaching fundamental purpose is to let students grasp the discourse schema structure, and to understand the formation process of discourse, to help them understand or creation belongs to a particular genre of For type teach

28、ing method, especially explicit teaching (explicit would), three schools hold different views. Most researchers against the dominant teaching, NR school think genre is elusive, cannot learn in class, the teachers dominant teaching will limit students creativity, consciousness of students genre can b

29、e contacted through a lot of similar types of discourse and penetration. Genre knowledge and appropriate communicative behavior not learn of the classroom instruction, is natural in participating in daily activities and professional life. Therefore, based on the theory of the school teaching activit

30、ies is limited.The other two school teaching philosophy is the opposite is true. Explicit teaching, ESP school think that have yet to infiltrate into the second language in the target culture students, must through the effective form of teaching to understand code. This school of thought in the teac

31、hing of English for special purposes (discourse genre analysis, guides the student to grasp the discourse of the macro structure and characteristics of language resources. Also support the dominant genre SFL school teaching, the school researchers believe that genre teaching purpose is to explain ho

32、w the language is the expression meaning, only the dominant teaching can help students to master all kinds of genre. Therefore, students need teachers plan, through the analysis of the model essay guide to master language. Martin and others designed a would - Learning Cycle Teaching model, the model

33、 is divided into three stages: demonstration analysis (Modeling), Joint consultation writing (be negotiation of text), the Independent creation (Independent construction of the text). The process involves a large number of interactions between students and teachers activities, by understanding and a

34、nalysis of the language and use the language, to discuss the social cultural context, the discourse communication purpose, structure, mechanism, characteristics of rhetorical devices. These teaching activities involve a lot of language input, effectively promote the learners language output.Three, t

35、he teaching method of comprehensive evaluationAs can be seen from the practical application level, applying concept of genre of language classroom teaching, practice effect is remarkable. However, the teaching pattern also exist.1. The advantages of genre teaching. (1) genre approach can make learne

36、rs realize the different genres of discourse with different structures. The teaching method provides relatively fixed language patterns, to the reading and writing teaching has an important significance. If students according to different forms of the schemata structure, quickly seize the framework

37、of discourse, at the same time can mimic graphic structure to organize new article. (2) genre teaching not only pay attention to language knowledge learning, also pay attention to the relationship between language symbols and context, and expressed their meaning. The discourse construction process a

38、s a social behavior, pay more attention to the language of social resources. (3) type teaching mode collaboration between teachers and learners to create democratic and harmonious teaching atmosphere, establish a harmonious relationship between teachers and students, improving learners cultural qual

39、ity, can be better implementation of quality education.2. Type teaching method. (1) the genre of the conventional may result in the teaching activities with rules color (prescriptivism), the students writing practice appear the situation of thousand article side. (2) type teaching method may be a te

40、ndency to discourse centered classroom teaching, the teacher easy to lay particular stress on description of discourse and replication, ignore the language practice of creative activities. (3) the types of genre is very complex, difficult to end may occur in the future life of students of all genres

41、, so type teaching method in the teaching of writing and reading classes has certain limitation.Genre teaching method is still in an exploration phase, but practice shows that it is an effective way to improve language teaching. But the genre teaching method also has certain insufficiency, its stron

42、g rules, if teachers cant use this stipulation, properly is easy to tie the students imagination and creativity. So when the genre approach, according to the actual situation, design steps and the link in the maneuverability is strong, guide the students to understand the construction of various genres way, and the characteristics of the discourse, so that the students can produce conforms to the discourse genre conventions, improve their language skills.