本文選題：互文性 + 暗引　； 參考：《東北師范大學(xué)》2017年碩士論文

【摘要】：閱讀是一項(xiàng)極其復(fù)雜的信息加工過(guò)程。閱讀理解在英語(yǔ)學(xué)習(xí)中是非常重要的,尤其是對(duì)于英語(yǔ)專(zhuān)業(yè)的學(xué)生來(lái)說(shuō)。我們有時(shí)發(fā)現(xiàn)某篇文章很難理解,多數(shù)人認(rèn)為這應(yīng)該歸咎于文章中難以理解的語(yǔ)言知識(shí),實(shí)際上文章隱含的信息難以理解也可能是重要原因。文章中這些錯(cuò)綜復(fù)雜的隱含意義,即暗引現(xiàn)象,既是實(shí)現(xiàn)互文的一種重要手段,也可以從互文角度來(lái)解釋。在本文中,作者將從互文性角度出發(fā)探究英語(yǔ)專(zhuān)業(yè)學(xué)生對(duì)閱讀中暗引現(xiàn)象的理解狀況。具體來(lái)說(shuō),作者將力圖回答以下三個(gè)問(wèn)題:(一)從互文角度看,英語(yǔ)專(zhuān)業(yè)學(xué)生對(duì)英語(yǔ)材料中的暗引現(xiàn)象理解程度如何?(二)對(duì)于英語(yǔ)專(zhuān)業(yè)學(xué)生來(lái)說(shuō),哪些類(lèi)型的暗引現(xiàn)象更難理解?(三)在互文視角下,哪些問(wèn)題阻礙了英語(yǔ)專(zhuān)業(yè)學(xué)生對(duì)暗引現(xiàn)象的理解?本文研究對(duì)象為某師范大學(xué)英語(yǔ)專(zhuān)業(yè)的三年級(jí)學(xué)生,這個(gè)年級(jí)較能代表英語(yǔ)專(zhuān)業(yè)大學(xué)生的一般水平。研究工具主要為測(cè)試和學(xué)生采訪(fǎng)。作者為本次測(cè)試中的五篇文章特別設(shè)計(jì)了若干問(wèn)題,測(cè)試之后,作者對(duì)學(xué)生的測(cè)試答案進(jìn)行了量化和質(zhì)化分析。通過(guò)測(cè)試和以及后續(xù)采訪(fǎng),作者發(fā)現(xiàn),從互文角度來(lái)看,同學(xué)們閱讀時(shí)在理解暗引現(xiàn)象方面有些困難。他們很容易忽略很多隱含細(xì)節(jié),因?yàn)樗麄儗?duì)文章作者認(rèn)為他們理所應(yīng)當(dāng)了解的概念,事實(shí)或事件知之甚少。因此他們經(jīng)常對(duì)這些暗引現(xiàn)象感到困惑。實(shí)際上,對(duì)于外語(yǔ)閱讀者說(shuō),這不僅僅是發(fā)現(xiàn)或確定暗引對(duì)象的問(wèn)題,更重要的是大概預(yù)知本族語(yǔ)作者在寫(xiě)作中傾向于運(yùn)用什么暗引的問(wèn)題。同學(xué)們對(duì)暗引現(xiàn)象的忽略意味著文章中很多暗引現(xiàn)象未被察覺(jué),這不可避免地阻礙他們對(duì)文章的充分理解。通過(guò)研究,本文的目標(biāo)就是要給英語(yǔ)專(zhuān)業(yè)學(xué)生一些更好理解暗引及有效閱讀的建議。基于分析內(nèi)容,本文從互文角度歸納了四種可能阻礙同學(xué)們理解的暗引現(xiàn)象。(一)暗指作者認(rèn)為讀者知曉的文化或其他背景知識(shí);(二)暗指某種特定體裁所具有的特點(diǎn)(互文閱讀可以幫助讀者辨認(rèn)出這一體裁進(jìn)而鎖定正確信息);(三)暗指文章的上下文語(yǔ)境,包括其中的人物、地點(diǎn)及情節(jié)等(此外,也有將文章和寫(xiě)作的大背景聯(lián)系起來(lái)的暗指);(四)暗指讀者可以根據(jù)常識(shí)推斷出的事實(shí),人物、事件等。最后,通過(guò)研究本論文得到一些啟示。對(duì)于學(xué)生來(lái)說(shuō),他們要學(xué)會(huì)在閱讀中聯(lián)系所學(xué)知識(shí),在所讀文章和所積累的相關(guān)文化知識(shí)之間、文章和其所屬體裁之間,文章和其語(yǔ)境或背景間,以及文章和其推斷意義之間建立互文聯(lián)系以理解相關(guān)暗引現(xiàn)象。就語(yǔ)言教師而言,必要時(shí)教師要給予學(xué)生課堂指導(dǎo),幫助學(xué)生在學(xué)習(xí)中積累豐富的文化及背景知識(shí)。其次,還應(yīng)鼓勵(lì)學(xué)生多調(diào)動(dòng)他們所學(xué)過(guò)的關(guān)于特定體裁所具特點(diǎn)的知識(shí)。再次,要引導(dǎo)學(xué)生對(duì)文章語(yǔ)境及背景有個(gè)總體了解以便更好地掌握全文;鼓勵(lì)學(xué)生探究文章的推斷意義以建立有利于識(shí)別暗引現(xiàn)象的互文聯(lián)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.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H319.3

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