语用预设与大学英语教学

论文摘要

在大学英语教学中,学生对没有生词和语法难点的英语句子和文章有时存在理解偏差;在英文写作中有时存在句式松散、条理不清、冗长繁复的问题;听力教学拘泥于表层性语言结构的分析,缺乏信息分析与推理策略,造成理解和判断失误;在英汉双语转换中,有时存在原文与译文表达信息不对称和缺失现象,造成目的语读者理解困惑和误解,等等。本文试图建立应用语用预设理论于大学英语教学的系统框架,以解决教学中存在的实际问题。预设是语言交际中语句未直接表达出来但却隐含着的、预先设定的先决条件及语言背景知识,是一种语用现象,与说话人以及其它非语言因素关系密切,它是一种不稳定的、变化的、依赖于语境的语言现象。语用预设具有共知性、适切性、主观性、隐蔽性和单向性。语用预设决定着信息焦点的选择和在语句中的位置,使语篇构成一个前后衔接连贯的整体,简洁、清晰、流畅,达到预期的文体效应。在大学英语教学中,教师将语用预设知识贯穿于听力教学过程中,讲授一些常出现的预设类型,提高学生对一些特定的词语和结构的预设敏感度,引导学生运用预设信息理论对听力文字材料进行预测,有的放矢,排除次要、冗余信息的干扰,增强获取主要信息的能力和语言推理能力,从而提高学生的听力理解水平。George Yule将预设触发语分为事实预设、非事实预设、反事实预设、存在预设、词汇预设和结构预设,触发语有助于我们在阅读当中理解作者的真正用意。在大学英语阅读教学中,介绍语用预设的语篇组织功能和有关的预设触发语,并利用触发语来与作者进行交流,会极大地提高阅读理解能力。预设的基本功能就是为语篇的进一步发展建立一个框架。利用语用预设理论可以为大学英语写作教学构建一个易于操作的篇章组织训练方法,提高学生英语写作的语篇连贯性,经济性和结构优化。在大学英语翻译教学中,注重培养学生的语用预设思维,准确把握源语的前提信息,透彻理解原文,使语用预设在目的语中正确重组和再现,实现翻译的功能对等,交际的流畅性和准确性,并增强学生对英汉双语的全面性认识和整体性习得。综上所述,为更好地贯彻和实施教育部颁布的《大学英语课程教学要求》,在大学英语教学中重视语用预设理论的传授,使语用预设贯穿于大学英语教学的始终,是实现大学英语教学改革的重要手段,改善大学英语教学效果,增强学生的实用综合语言能力,培养符合全球一体化趋势,适应改革开放要求的复合型人才。

论文目录

• 摘要
• Abstract
• Part Ⅰ Pragmatic Presupposition
• 1 Presupposition
• 1.1 Historical Retrospect of Presupposition Study
• 1.2 Semantic Presupposition
• 1.3 Pragmatic Presupposition
• 1.4 Comparison between Semantic Presupposition and Pragmatic Presupposition
• 1.4.1 Differences between Semantic Presupposition and Pragmatic Presupposition
• 1.4.2 Relationship between Semantic Presupposition and Pragmatic Presupposition
• 2 Features of Pragmatic Presupposition
• 2.1 Common Ground
• 2.2 Felicity
• 2.3 Subjectivity
• 2.4 Latency
• 2.5 Unidirectionality
• 3 Functions of Pragmatic Presupposition
• 3.1 Pragmatic Presupposition and Discourse Coherence
• 3.2 Pragmatic Presupposition and Stylistic Effects
• 3.3 Pragmatic Presupposition and Focus Information
• 3.4 Pragmatic Presupposition and Economy of Speech Utterance
• 4 Summary
• Part Ⅱ Application of Pragmatic Presupposition to College English Teaching
• 5 Pragmatic Presupposition and the Teaching of English Listening at College
• 5.1 Pragmatic Presupposition and Listening Information
• 5.1.1 Functions of Presupposition in Speech Information Structure
• 5.1.2 The Grammatical Achieving Means of Presupposition
• 5.2 Pragmatic Presupposition and Listening Prejudgement
• 5.3 Pragmatic Presupposition and Listening Inference
• 6 Pragmatic Presupposition and the Teaching of English Reading at College
• 6.1 Effects of Presupposition Triggers in Reading Comprehension
• 6.1.1 Presupposition Triggers and Reading Comprehension of Single Sentences
• 6.1.2 Presupposition Triggers and Reading Comprehension of Passages
• 6.2 Effects of Pragmatic Presupposition on Textual Organization and Discourse Comprehension
• 7 Pragmatic Presupposition and the Teaching of English Writing at College
• 7.1 Context Pragmatic Presupposition and the Establishment of Writing
• 7.2 Pragmatic Presupposition and the Coherence of Textual Information
• 7.2.1 Pragmatic Presupposition and the Choice of Informative Grades
• 7.2.2 Pragmatic Presupposition and the Linearization of Textual Information
• 8 Pragmatic Presupposition and the Teaching of Translation at College
• 8.1 Training of Pragmatic Presuppositional Thinking and Translation Teaching
• 8.1.1 Lexical Presupposition and Translation Teaching
• 8.1.2 Factive Presupposition and Translation Teaching
• 8.1.3 Status Presupposition and Translation Teaching
• 8.1.4 Situational Implicative Presupposition and Translation Teaching
• 8.1.5 Categorial Presupposition and Translation Teaching
• 8.1.6 Structural Presupposition and Translation Teaching
• 8.1.7 Existential Presupposition and Translation Teaching
• 9 Conclusion
• Bibliography
• Notes
• The Published Paper
• Acknowledgements