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CET4高分作文与英语语块教学

CET4高分作文与英语语块教学
CET4高分作文与英语语块教学

CET4高分作文与英语语块教学

摘要:英语语块在英语写作实践中起着非常重要的作用,以语块为核心的英语写作教学将有利于考生提高大学英语四级考试水平。本文以提高英语写作教学效率为目的,提出了“合成语境”、“拟义选词”“课堂渗透”等语块学习的教学策略。

关键词:写作教学语块学习合成语境

中图分类号:h319 文献标识码: a 文章编号:1672-1578(2011)11-0037-01

1 引言

语块教学的研究在西方起步较早。lexis(1993)认为,语言不是由传统概念中的语法和词汇构成的,而是由多个词组合成的词块所构成的。他认为,词汇是语言的基础,语言应被视为语法化的词汇,而非词汇化的语法。写作时使用语块不但无须考虑语法规则,还能有效避免常见的语法错误,提高语言表达的准确性。国内学术界对语块教学的研究也引起了广泛的影响和关注。但由于受多种因素的影响,学生仍然在应用中存在很多问题,尤其是受母语思维和语言习惯的限制,表达不地道,或造成中式英语表达,如:将“游客止步”写作:no entry for tourists(正确写法:staff only);“他想和她结婚”写作:he wants to marry with her等等,这些问题的存在都充分说明引入英语语块教学的必要性,语块能够帮助学生更好地掌握英语词汇,从而写出符合英语表达习惯的句子和短文。

2 通过例句中的“合成语境”灵活掌握英语语块

合成语境(synthetic context)是相对于自然语境而提出的。它指为提高词汇教学效率、由教师本人根据教参、词典等资料上的语料编制的说明某些词(往往涉及两个或以上的单词)的用法的例句、句群等语言材料。这种语言材料目的性和情境性较强,能有效地说明词汇的意义或用法,因此称为“合成语境”。如:

as a fiction writer(小说家), he is good at writing about family frictions(家庭纠纷), although such writings constitute only a fraction of (一小部分)all his works. 这种例句很容易引起学生的学习兴趣,日后,他们会比较容易的记住三个形近词以及由它们构成的词块。合成语境不仅可以涉及形似词、同义词、近义词等的意义和用法,也可以涉及同一个打次的不同含义。如commit是一个很常用且含义较多的词,如果能把该词的多种含义通过构建语块的方式学习,效果就会截然不同:

for the most important information in the letter, i have not committed it to paper, but to memory. so if you commit it to fire, it doesn’t matter much.

本句中,commit sth. to paper(将…用笔记下),commit sth. to memory(将…记在脑海里,记住),commit sth. to fire(将…付之一炬)三个语块不仅有助于学生牢记词汇,将来在cet4的写作中,他们也能灵活应用,因为合成语块能帮助学生真正掌握词汇。

3 通过对语块修辞功能的运用,帮助学生“拟义选词”

英语写作中最容易忽略的是英语语块的修辞功能。学习者通常择词成句,而非拟义选词。学生选词的目的只为造句,不出语病或歧义即可,缺乏对语块语义的辨析,而对修辞的斟酌和语言的锤炼则更少顾及,导致文章毫无生气。但如果能够教会学生在表达同一语义时,借助遣词考虑和语言规律,就会产生不同的效果。如,“这

堂课我们永远难忘”we will never forget this lesson,可利用语块的比喻意义改写为:the lesson will root in rny mind forever. 再如:“他为了养活自己得做些临工的活儿。”一般语块造句为:he had to do odd jobs to support himself. 如果运用语块的提喻

修辞法就可以改写为:he had to earn his daily bread by doing odd jobs,等等。

在习作中,常常见到小词占据了绝大篇幅。这固然是一种平实质朴的文字风格,但阅读时,我们很容易感觉到,作者似乎过于随意地选择小词,缺乏语言情趣的考虑。换句话说,习作者欠缺对文字加工、锤炼,致使文字干瘪无力,散失了应有的感染力。例如:“校长拒绝了他们的请求”,一般学生都会写作:the president refused their request. 该句写得四平八稳,无懈可击,但严肃有余,生

动不足。如果能够利用词块的语义功能,将其改写为:the president turned a deaf ear to their request,效果就会截然不同。可见“拟义选词”在写作中的重要意义。

4 课堂教学中加强和渗透语块学习

在大学英语教学过程中,教师应不昂住和启发学生获取课文中的

语块,分析课文的语篇结构,使学生学会包括所学语块语言来表达课文的内容概要同时表述个人观点。以《大学英语》2(上海外语教育出版社)为例,unit 1中text a(learning, chinese style),教师在学生课前预习的基础上,对课文进行概述,尽可能包含课文中出现的语块,并将其写到黑板上。如:pay attention to / focus on / place emphasis on;acquire / develop / pick up basic skills;foster / promote creativity;at an early age / in young children等。通过听与看环节,引导和强化学生对课文中语块学习的意识。在随后学习课文的过程中,教师应及时进行有针对性的补充讲解。讲解力求突出语言的有效表达,如各种语块形式和课文的语篇结构及故事概要。教师要引导学生特别关注和学习出现在课文中的类似语块的表达和学习。如:reflect on / give his thoughts on / one of the most telling lessons i got / carry the key around,这样做的目的就是要通过课文学习,启发学生组词造句、组句成段、组段成篇的灵感,促进表达能力的提高。学完一篇课文时,要保证学生有好词可记、有佳句可讲。而重视语块的课文学习反过来又方便了学习者对课文语篇的理解,从而达到提高阅读能力和表达能力的双重目的。

参考文献:

[1]陈卫平.增强学生词块意识,提高学生写作能力[j].外语界,2008(3).

[2]高忠信等.预制语块学习背景下的英语课堂教学[j].外语教

学法研究,2010(2).

[3]魏华.以写作为核心的大学英语“词块”学习[j].考试周刊,2011(4).

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