语篇分析在大学英语阅读教学中的启示

　　This chapter is a prelude to the present study.In this chapter,the theory of language learning strategies,the significance and purpose as well as the layout of the present study will be introduced.

　　The traditional college English reading teaching mainly focuses on the explanation of words,grammar,and translation,rather than the full text.According to the traditional theories of foreign language teaching,language learners should first master the formal aspect of the language(grammar,word-formation and so on),then the content,and finally the presentation of ideas.Under the influence of these theories,many teachers in reading class will lay stress on the form of language teaching,but the teaching effect is unsatisfactory.

　　The discourse analysis theory doesn't treat the words and grammar as the foundation of the reading teaching,but considers the full text as the basic unit of reading.The text is supposed to be thoroughly understood,analyzed and evaluated as a whole.This method enables the students to learn to grasp the theme of the text wholly,overcome the problems such as obsolete,boring and low efficiency of traditional reading and vocabulary teaching method.Another advantage of this theory is it helps fully mobilize students'enthusiasm of learning English.This,apart from satisfying the college English curriculum requirements,provides a new teaching method to achieve the teaching goal.Text comprehension is a complex cognitive psychological process.Therefore,discourse analysis not only focuses on the language representation analysis,but more on the function of language,the related country’s history and culture background.

　　The purpose of the study is to explore the effect of application of discourse analysis theory in college English reading teaching.This model contributes to improve students'reading ability at discourse level;to reinforce students'awareness of discourse knowledge,to get students not to neglect the language points and simultaneously grasp the global structure of the discourse;to teach students to identify reference,discourse markers,schema theory,theme/rheme,context,etc;to provide students with background knowledge and to develop students'ability of inferring and predicting from context.

　　The paper is divided into five chapters:Chapter 1 discusses the background of the research,the purpose of the study and the structure of the paper;Chapter 2 reviews English argumentative writing and Appraisal Theory;Chapter 3 analyzes the detailed structure of Appraisal System;Chapter 4 analyzes the appraisal resources in English major’and British university students’argumentative writings;Chapter 5 is the result and discussion.By analyzing the similarities and differences of appraisal resources,we can find something to improve teaching and learning.Chapter 6 is the conclusion,and major findings and implications are revealed.Moreover,some limitations and further suggestions are presented in the paper.

　　Discourse analysis is the basic concept of systematical linguistics.So it has been studied from different points of view and in different kinds.Based on Halliday’s idea,it can be drawn that the word“discourse”is a consistent and coherent unit in forms of structure and the meaning it expresses of a text is that it must be a whole one.In the 1960s and early 1970s,discourse analysis grew out of work in different disciplines,for example linguistics,psychology,anthropology and sociology.Discourse analysis also involves form of language and language functions.It also includes the study of both spoken interaction and written texts.The research results have formed specialization in the research of language communication,but as social practice,for example here,as a way of teaching college English reading.

　　In this part,it mainly introduces the discourse analysis method.Which includes two parts,the first is coherence and genre analysis,the second is the cohesion.They are the two major features in discourse analysis.

　　2.1.1 The Nature of Discourse and Discourse Analysis

　　Discourse is a unit of language in the actual use,which consists of a series of continuous words or sentences in a communicative process.It has features of coherence and cohesion.Any discourse contains certain social intentions and cultural characteristics,because it is the product of socialization.So every discourse relates with the specific social and cultural significance.

　　Text comprehension is a complicated cognitive psychological process.Discourse information will continue to expand with discourse’s diversification and deepening,and part of the information processing is the process of students’background knowledge.Since the advent of discourse analysis or text linguistics,it has been of great interest to the field of linguistics and applied linguistics.This is because the study of the nature of language can’t leave out the discourse as the research object.

　　Firstly,language form depends on the functions of language.People select the certain language form to achieve their intention.Secondly,it’s by the discourse people express themselves in the complicated social activities.Therefore,discourse analysis is of great theoretical value to linguistics research,also has application value to the other subjects(Hu Zhuanglin 2001),English teaching being one.

　　As one of the main objects,the recent research focuses on two kinds of theories,namely,the traditional“bottom-up”,and the new“top down”theory.

　　The theory of“bottom-up”(bottom-up approach)pay attention to the structure of the language itself,that the reading process is a process of decoding(decoding written symbols),namely the words and sentences,the sentences and paragraphs to chapter to understand.This reading is dominated by the data(data-driven).The school emphasizes the use of the language,the background knowledge of the reader,according to the clues of the reading materials to predict.Today's cognitive theory is more emphasized.

　　The“top-down”,the process of reading comprehension as a process of information processing at.A major contribution to the school's reading theory,it is suggested that the schema(schemata)plays an important role in the process of reading.

　　2.1.2 Cohesion and Coherence in Discourse

　　Cohesion theory is an important part of text feature,which is the structure of the sentence or clause.In the sixty"s of last century,with the rapid development of discourse research,discourse cohesion theory emerges as the times require.In 1962,Halliday first put forward the the concept of cohesion,1976 and his wife Hasan cooperation:the book cohesion in English,the convergence term officially became the linguistic terms and is widely used.Since the advent of the word cohesion,by different scholars gave various definitions of language.Although they disagree with each other,but from a different angle proved cohesion is an important means of constructing discourse,it as a discourse in the sentences in semantic and surface structure of connection mode,can help us to study the discourse in different semantic units and them with the text as a whole between connections and relationships.Halliday(1976)argues that text is a discourse,the"Discourse"(texture).Texture is an abstract concept combined with various cohesive devices,each connection point is a“convergence knot”(cohesive tie).So,he put the cohesion is defined as“exists in the text inside,can make the text become various semantic relations of discourse cohesion theory”(1976)Halliday in the field of discourse analysis in the groundbreaking.

　　From this century six,since the 1970s,people began to study the problem of discourse coherence,such as Jacobson(1960),Harweg(1968),Van Dijk(1972,1977),Kintsch’s(1974),Halliday&Hasan(1976),Coulthard(1977),Widdowson(1978,1979),enkvist(1978)etc..Which really cause people's attention to textual coherence research is Halliday&Hasan's"in"(English Cohesion)a Book published.In the eight and ninety years,the study of textual coherence is further deepened and developed.Coherence is mainly from the semantic and functional point of view,the coherence of the text is not necessarily cohesive,cohesion is the text of the physical network,is the surface,the surface convergence of the discourse is not necessarily coherent.Coherence is an important term in the field of discourse research,its definition has not been unified,its connotation,extension and so on has not been fully demonstrated.Halliday believes that coherence is a semantic concept,it is discourse in different components between in the sense of touch,specifically manifested in two aspects:1)discourse in different parts of the proposition are related to each other;2)discourse in different part of the expression of implication are related to each other.Words as long as they meet any of the above criteria,can be seen as a coherent.

　　2.1.3 Theme and Rheme in Discourse

　　Van Dyke that discourse coherence by the concept of two levels of composition:linear or sequence of local coherence and macro structure.The former mainly includes three aspects:1)the sequential nature of the facts or statements 2)significant information and hidden information 3)discourse sentence information structure.People's cognitive habits are always known to lead to unknown,unknown adhesion to the known.From the whole point of view,the subject of the sentence has semantic and pragmatic nature,which is carried by the information that has been expressed or implied in the previous text,which is used for the link between sentences.The latter refers to the macro structure of the discourse,which is a semantic proposition that can be expressed by means of a sentence.

　　One of the founders of the Prague School Mathesius first put forward the concept of theme and rheme in 1930s(Zhang Lianxiu 2008).He named the element came in the first position of the utterance as theme,which was the point of departure of the message,the rest of the utterance was called rheme.The founder of Systemic Functional Linguistics Halliday(1985)accepted these terms,he perceived that,in general,the theme was the starting point of the information,which was given information,whereas rheme was new information.

　　In the discourse,sentences are not isolated.The two parts of the sentence,the themes of the sentences,the rhemes of the sentences,as well as theme and rheme are in constant change along with the convertion of old and new information,the contact and the change was called Thematic Progression(Danes F.1986:12).There are many scholars at home and abroad have explored modes of Thematic Progression,Hu Zhuanglin(1994)argued that the basic modes of Thematic Progression were the following three types:

　　(1)Repeat the theme of the former sentence,i.e.,the theme of the first sentence continues to be the second sentence’s theme,and it can be expressed as“T1→T2”;

　　(2)An element of the former rheme turns to be a new theme,expressed as“R1→T2”;

　　(3)The theme and rheme of the former sentence go together as a new theme,expressed as“T1+Rl→T2”.

　　2.2 Research on Discourse Analysis Abroad and in China and Its Application in College English teaching

　　Text,also known as chapters,generally considered to be more than a single sentenceBit.Halliday and Hasan(1976)believes that the best discourse is seen into semantic units,discourse is a set of languages,it is not a sentence like language Law Unit,nor is it in the form of units,but units of meaning.Therefore decidedGiven discourse than the form,but more of a meaning.Hatim(1990)The discourse is defined as:"In some way connected together to achieve some overall rhetorical intent to a series of related communicative function."Domestic linguists Hu Zhuanglin(1994)The discourse is defined as:"Any entirely by sentence grammar constraints at a certain context represents the full semantics natural language."Huang Guofeng(1988)said:"usually refers to a discourse continuous series of words or sentences language section composed of whole,regardless of discourse spoken or written,must be convergence reasonable and consistent with logic series,semantic coherence."Summary of the above can be seen that discourse is a logical structure,in line with the rules of language,communication can reach the destination whole language,and has a certain clarity and coherence.

　　In recent years,some scholars and teachers to discourse analysis into the field of language teaching,published a textbook of discourse analysis,such as:M.McCarthy of discourse analysis for language teachers"discourse analysis teaching reference book(1991);E.Hatch of discourse and language education"discourse and language teaching(1992);and R.Carter M.Meehy language as Discourse.IEPP for;languageteaching the language as discourse:language teaching view"(1994)and so on.And some teaching books with discourse analysis is very close,such as the natural language communication"(C Brumfit）;W.rivers;the context of teaching J.Rchards."English Teaching"(brown g;G Yule)and so on.

　　The traditional reading teaching under the guidance of the theory of grammar translation method,dependency syntax analysis to semantic understanding,whether translated into precise language as a measure of understanding standard.Students focus on between vocabulary and grammar,in a passive position,and the lack of deep understanding ability and association ability,reading speed not to,communication skills can not keep up.From the point of view of teachers,due to the traditional theories emphasize from phoneme letters corresponding to that phrase–on interpreting relationship started.Language points explanation often not closely related to the context,that is closely linked to the discourse context for comprehensive analysis.Since the proposed psychologist nuttal(1982),reading is"an interactive process of"(Communication),and the foreign language reading described as"active IRLS of a text"(active interrogation of a discourse)people gradually realize that reading is the writer and the reader should actively communicate two-way activities,is an interactive process.The author of the information encoding through text,and the reader through the decoding to obtain the textual meaning,in this process,the reader that students should give full play to the initiative.

　　Psychologists are very stressed that people have stored background knowledge to understand the role of language input.They believe that understanding the words and reasoning can not be separated from the existing knowledge.In fact,the so-called understanding is that people will have the knowledge of the same text with the information overlap,so that the information is consistent with common sense.In a word,the above understanding of coherence can be divided into two categories:the first category is that coherence is the entity in the form of text,while the second one is that coherence is a communicative process or a discourse processing rule.The first category will be regarded as a finished product,the consistency of the study is the characteristics of the article written.Second types of discourse as a dynamic communicative process,the generation and interpretation of discourse study.However,no matter they of coherent view and research methods differ,they are the coherence is defined as text in the message exchange.

　　In the process of teaching reading,students'interest in reading and good reading habits is very important.Traditional reading lessons focus on analysis of words,not only the meaning of the article separated,and so many students to develop the habit of thinking in Chinese.Students need to read the sentence when translated into Chinese,to Chinese if you do not you can not seem to really understand the article.Over time,the students'reading easy to misunderstand,not only reading is slow,and can not understand the chapter structure as a whole.Therefore,to improve students'reading comprehension level,you first need to change the erroneous notion of reading,the reading process to avoid excessive entanglement phenomenon of grammar and vocabulary from the text as a whole understand the article.Secondly,the need to change the course of students'reading bad reading habits,to establish a correct concept of reading efficiency,and gradually improve logical reasoning ability and habit of thinking in English.Again,in the teaching process,pay attention to cultivate students'interest in reading.Teachers can select the interest of some students,financial knowledge and interest as one of the background reading materials for students to read,so that students feel when reading a pleasure,so that can improve reading ability,but also to expand their knowledge,but also to cultivate students'interest in reading.

　　In reading in the reading process of teaching,teachers should be interspersed with some questions and exercises for the whole discourse in order to stimulate interest in reading materials for students.First,about the title,let the students discuss the content of the article to the effect that teachers may ask some questions to the students,to enable students to carry out the purpose and exploratory reading,which is the key to improve the comprehensive ability of discourse.On this basis,allow students to answer some of the more enlightening people's questions and make the right judgments and reasoning based on the content of discourse to understand thrust of the article,the author's intention of writing analysis,to seize the main points.For example,a discussion paper,several questions should help students grasp the central argument of the problem,so that students can quickly understand the article to show that question,the position in order to understand the entire text.Of course,the design should be easy to difficult,step by step,and to take full account of the students'practical abilities.First,some students ask questions through the browser can quickly find articles to help them understand the article,training students'overall understanding of the article.Some questions then infer problems for students through intensive reading texts grasp the details,students summarize analytical skills.Finally,let students answer some general questions to open up their horizons.In the actual teaching of reading,teachers may take the form of group discussions,create a free atmosphere for the students,while increasing their opportunity to exercise spoken,stimulate interest in learning.

　　Text Teaching,teachers can remind students to pay attention to sentence level from two aspects of cohesion and coherence.Cohesion is the text within sentences connections in the surface structure and semantics.Halliday and Hasan(1976)in"Cohesion in English"the book systematically Cohesive text is divided into five categories:alleged omissions,connection,substitution and lexical cohesion.Teachers should students made it clear how to identify these cohesive devices.Different genres of discourse,which Cohesive is not the same:"allegations"are used for describing the text;"replace"and"omission"used for dialogue;"Connections"commonly used in argumentative,expository;the"lexical cohesion"is more common in the scientific literature.

　　Coherence is the theory of discourse analysis is the most important part of the main research each individual sentences and paragraphs how Cohesive constitute discourse.Discourse coherence is the relationship between the formation of cohesion is the ideal result obtained using Cohesive.Text theme through Cohesion and coherence to achieve.To achieve coherence of the text,in addition to the use of cohesive devices,but also needs to use context,rhetoric and even the imagination of students and other means,to grasp the idea of the article,so that students have the thinking and understanding,in order to better understand the text.At the same time,teachers and students to discuss the article writing skills,style,rhetoric and style,students higher level of discourse analysis capabilities to help students infer deep topic of discourse.

　　Reference refers to the use of pronouns and other grammatical means to express semantic relations.Hallidy and Hassan(1976)take care of Endophora and exophora.Internal reference refers to the relationship between the linguistic items in a discourse;external reference means that the meaning of a language project is directly dependent on a certain object of the external objective environment.The internal reference can be divided into anaphora and cataphora.Refers to the former refers to the object is located in the above,after the reference object refers to the object is located in the following:

　　1)The functional unit,considering of a motor neuron and the muscle fibers it controls,is called a motor unit.

　　In front of the functional unit the refers to the object in the objective environment,an external reference,and behind the it refers to the object functional unit the in the above,which is an internal reference,but also the former reference.

　　2)Because it is inhaled,nicotine takes only seven to ten seconds to reach the brain.

　　In this example,the front of the it refers to the back of the nicotine,so it here is the post reference.

　　Because there is no such word in medical English reading materials,this article will not introduce the personal reference.Only reference and comparison of the instructions to take care of.

　　3)Vitamin A itself is fat-soluble and can be stored in the body.This vitamin is necessary for the maintenance of the epithelial cells of the skin，eye,digestive and respiratory tracts.

　　In this example vitamin this refers to the object as the first sentence of the vitamin A is the former reference.

　　The whole text usually refers to a series of words or sentences in a row of language.No matter in what form of discourse,must be grammatical,and semantic coherence,including with the outside world in the semantic and pragmatic coherence of discourse,including internal coherence in language.Is the important content of discourse cohesion and coherence.Medical English sentences are generally complete,change is less;complete sentence,ellipsis sentences,sentences less and less.For example:

　　AIDS is an acquired immune deficiency characterized by a defect in natural immunity against disease.It cannot be transmitted through hugging,kissing,shaking hands,sharing eating utensils.In addition,there is no evidence that the virus can be transmitted by insects.

　　Medical literature in English reading is a professional medical students to obtain an important channel for the latest progress of Western medicine,is not unattainable,as long as have a public foundation in English,understand the characteristics of medical English,apply discourse knowledge,master certain reading skills to improve the reading of medical literature in the English reading ability of medical students and get information through reading will become easy and pleasant.

　　Discourse analysis plays a vital role in the process of reading teaching,largely improving the efficiency and quality of reading comprehension.

　　Firstly,discourse analysis method largely cultivates the students’interests in reading.A well-known fact in college English education is that students’low performance is closely related to the lack of interest on the part of students in English.The difficulty of language learning follows the indifference in English.This fact is further evidenced in the questionnaire.To be honest,we have to say that traditional grammar teaching always plays a key role in the learning process.It is boring that we just remember the principle of grammar and words without situation and background.As we know,interest is the best teacher in learning.Taking the discourse analysis method,students become the host of the class;teacher is the guider,organizer.Only are the students involved in the activities which teacher positively creates close to students’real life experience that can stimulate their interests.Students can master the skills and techniques such as generalizing,summarizing,and scanning for the specific information,logical thinking,guessing the new words through answering questions or finishing activities.

　　Secondly,the discourse analysis will develop students’positive habit of reading.They will acquire much more useful words in the real discourse and try to use them similarly in the place where they have learned.At the same time,they will acknowledge the western culture background and the thinking pattern.This model trains the students’ability of self-learning.The final goal of second language education is to teach students how to acquire language independently.In the traditional teaching model,the students depend heavily on the teacher’s explanation.But in the new model,the teacher teaches the students“how to fish”.The teacher teaches study skills,encourages the students to take charge of their own study,fosters the students’attitudes such as the independence of mind,thus helping the students to learn how to learn and study on their own,only by encouraging the students to take charge of their own study can the teacher encourage the students to read more after class and read better.Lastly,it provides teachers with a new consciousness of discourse analysis,changing the outdated teaching method into a new point of view which tremendously facilitates the reading effect.Discourse analysis based reading teaching reflects the interaction between the teacher and the students,between the discourse and the readers.In the process,the teacher guides students to understand the discourse in its context as a whole,he is supposed to activates the relative schema of the discourse and help the students to practice the ability to infer,analyze and generalize,thus grasping the idea and attitude of the author.

　　Cao J P.On the Application of Discourse Analysis in College English Reading Teaching[J].Journal of Hebei Energy Institute of Vocation&Technology,2008.

　　Zhu D.The Application of Discourse Analysis in College English Reading Comprehension Teaching[J].Journal of Heilongjiang College of Education,2007.

　　Xiao D J,Zhou J H.College English Reading and Discourse Analysis Abilities[J].Journal of Education Institute of Taiyuan University,2007.

　　Zhao H.Discourse Analysis and College English Reading Teaching[J].Journal of Zhangjiakou Teachers College,2001.

　　Cui P.The Application of Discourse Analysis Theory in the College English Reading Teaching[C]//International Conference on Innovations in Economic Management and Social Science.2017.

　　Liu J.Reading Teaching Design of College English under the Guidance of Discourse Analysis[J].Science Education Article Collects,2013.

　　Liu J Y.Discourse Analysis&College English Teaching of Reading[J].Journal of Henan Mechanical&Electrical Engineering College,2015.

　　Jie Y U.Discourse Analysis Theory in College English Reading Teaching[J].Journal of Hubei Correspondence University,2015.

　　周玲,李瑛:语篇分析理论在大学英语阅读教学中的应用研究[J].教育评论,2016(4):128-131.

　　李岗岗,赵婷婷:语篇分析模式下的大学英语阅读教学策略探讨[J].教书育人(高教论坛),2017(6).

　　孔思懿:大学英语阅读教学中语篇分析理论的应用探微[J].校园英语,2017(5):14-15.

　　王天琪,贾慧敏:语篇分析理论在理工类大学英语阅读教学中的应用[J].当代教育实践与教学研究,2017(8).

　　于薇:浅谈语篇分析在大学英语阅读教学中的运用[J].考试周刊,2017(25):96-97.

　　周琳:语篇分析理论在大学英语阅读教学中的应用[J].当代教研论丛,2017(2):14-15.

　　程婷:合理应用语篇分析,促进大学英语阅读教学[J].校园英语旬刊,2017(4):4-4.

　　张瑞:基于语篇分析的交互式大学英语阅读教学模式的实验研究[J].湖北函授大学学报,2016,29(12):151-152.

　　邹美珍:语篇分析法在大学英语阅读教学中的应用[J].科技风,2016(9):67-67.

　　郑婷:浅谈语篇分析理论在大学英语阅读教学中的重要性[J].西部素质教育,2016(6):107-107.

　　郑婷:浅谈语篇分析理论在大学英语阅读教学中的应用[J].福建质量管理,2016(8).

　　李为:谈语篇分析在大学英语阅读课教学中的作用[J].山西财政税务专科学校学报,2016,18(1):76-77.

　　李大艳:语篇分析在大学英语阅读教学中的应用[J].课程教育研究,2016(31).

　　吴瑗瑗:基于语篇分析指导下的大学英语阅读教学研究[J].湖北函授大学学报,2016,29(20):142-143.

　　吴琼:基于语篇分析的大学英语阅读教学研究[J].黑龙江教育学院学报,2016,35(12):127-129.

　　黄欣:语篇分析理论在大学英语阅读教学中的运用[J].青春岁月,2017(10).