王玉榕

（武夷學(xué)院 商學(xué)院，福建 武夷山 354300）

談?wù)Z篇銜接理論在大學(xué)生英語寫作中的運用

王玉榕

（武夷學(xué)院 商學(xué)院，福建 武夷山 354300）

銜接是篇章研究的重要組成部分。然而，目前大學(xué)生在英語書面表達(dá)中卻普遍存在著比較突出的語篇銜接手段方面的問題，比如句子結(jié)構(gòu)松散，主題不突出等等。建議在英語寫作教學(xué)中,教師應(yīng)注重培養(yǎng)學(xué)生寫作中的語篇銜接與連貫意識,以此來提高學(xué)生的英語寫作能力。

銜接理論；現(xiàn)狀；錯誤分析；提高

一、語篇銜接理論

從語義的角度講，銜接是一種起組織和連接功能的意義，也就是說，是謀篇意義。它把概念意義和人際意義組織成連貫的語篇。從銜接意義的表現(xiàn)形式上講，我們可以區(qū)分篇內(nèi)銜接關(guān)系和語篇與語境之間的銜接關(guān)系兩類。[1]

1976年澳大利亞著名教授、學(xué)者，世界著名語言學(xué)家Halliday&Hasan夫婦合著完成 《英語的銜接》(Cohesion in English)一書，此書的出版標(biāo)志著語篇銜接理論的開端，立刻引起國內(nèi)外專家學(xué)者的極大關(guān)注和重視。書中第一次提出了語篇銜接理論，包括銜接原則、規(guī)律和語言現(xiàn)象。他們將銜接分為照應(yīng)、替代、省略、連接等語法銜接手段和重復(fù)、同義、上下義和搭配等詞匯銜接手段。我們國內(nèi)對語篇分析的研究主要始于八十年代后，其中有黃國文教授于1988年出版的《語篇分析概要》，書中，他把銜接劃分為語法銜接(grammatical cohesion)和詞匯銜接 (lexical cohesion)兩大類。[2]之后又有胡壯鱗教授在1994年出版了《語篇的銜接與連貫》，他不僅把銜接分為四類:指稱、結(jié)構(gòu)銜接、邏輯連接和詞匯銜接，他還在及物性、邏輯連接、結(jié)構(gòu)銜接、詞匯、主位、述位等方面以及在語篇宏觀結(jié)構(gòu)等方面作了研究，可以說對該領(lǐng)域起到了進(jìn)一步的推進(jìn)作用。2001年由朱永生等三人編寫并出版了《英漢語篇銜接手段對比研究》，他們通過比較國內(nèi)國外語言學(xué)家關(guān)于語法銜接和詞匯銜接手段及其相關(guān)問題的研究，“確定了自己對范疇的界定和理論闡述的思路，并從縱橫兩個方面探討了相關(guān)范疇之間的關(guān)系，發(fā)現(xiàn)它們之間界限模糊，并且有些交叉現(xiàn)象，使我們進(jìn)一步看到了銜接手段的復(fù)雜性?！盵4]

二、我國大學(xué)生英語寫作的現(xiàn)狀分析

大學(xué)英語作文對學(xué)生的基本要求是能清楚表達(dá)中心思想、具有嚴(yán)謹(jǐn)?shù)慕Y(jié)構(gòu)特征、語言表達(dá)順暢、語句之間結(jié)構(gòu)緊湊及無重大語法錯誤等。但很多中國學(xué)生的英語作文中卻普遍存在著問題，主要體現(xiàn)在：（1）語篇整體邏輯差。（2）句間邏輯關(guān)系不明確，甚至不正確。（3）句間沒有邏輯連接詞，只用逗號連接兩個分句。（4）能做到連貫，但不能做到銜接。[5]究其原因，一是由于英漢語的分析構(gòu)思、謀篇布局的差異，致使學(xué)生在語篇的邏輯銜接上普遍存在一些問題及學(xué)習(xí)者的母語文化思維模式(cultural thought pattern)的負(fù)遷移模式所致；另一原因是由于長期來有些教師重詞匯、語法教學(xué)，輕語篇結(jié)構(gòu)及文章的布局謀篇指導(dǎo)，所以不少大學(xué)生寫出來的文章并沒有圍繞一個明確的主題，東拉西扯，通篇是一堆散句。

例文:Recently there’s been a wave of hunting for jobs on Internet.Parents generally believe that it is their responsibility to plan the careers for their children.Many students consider applying for job very important after graduation.A job will affect their course of lives,their circle of friends,and even their choice of spouses in the future.Because of its convenience and high success rate and more opportunities on the Internet,in fact,many people now resort to the new way of hunting for jobs,less depending upon the old traditional way.The following are two suggestions that you should consider when looking for a job.Many parents insist that their children should obey them in choosing careers.Many children suggest that they should be left free to choose their own careers.It is always advisable that you turn to your parents,your teachers,and your friends for help if you cannotmake the decision about your future career.I suppose,with the ever-increasing popularity of internet,this new way of hunting for jobs will win favor amongmore and more job hunters in China.

該篇作文要求寫“網(wǎng)上求職的好處”。但我們卻沒有看到文章所應(yīng)具有的合理的邏輯性、明顯的結(jié)構(gòu)特征、明確的中心思想，而是結(jié)構(gòu)松散沒有層次感。所以,它并非是篇完整的文章,充其量是一堆散句。

三、大學(xué)生英文習(xí)作中常見的銜接錯誤分析

1)照應(yīng)誤用

照應(yīng)是一些起信號作用的詞項,它本身不能做出語義解釋,只能通過照應(yīng)別的詞項來說明信息。因此,照應(yīng)是一種語義關(guān)系,它指的是語篇中一個成分做另一個成分的參照點,也就是說,語篇中一個語言成分與另一個可以與之相互解釋的成分之間的關(guān)系。[4]照應(yīng)包括人稱照應(yīng) (personal reference)、指示照應(yīng)(demonstrative reference)和比較照應(yīng) (comparative reference)。學(xué)生作文中常出現(xiàn)代詞與先行詞不一致或誤用代詞等情況。如：

1.[原文]：I think a good teachermust be patient and energetic.This is very important because students often enjoy a lesson if their class is relaxing and interesting

[改正]：I think a good teachermust be patient and energetic.This is very important because students often enjoy a lesson if his class is relaxing and interesting

2.[原文]：We went to the concert last night.This was our firstouting formonths.

[改正] ：We went to the concert last night.That was our firstouting formonths.

[分析]：例1是學(xué)生在寫作時常犯的錯誤。第一句說的是一個老師(a good teahcer),后面卻變成了多個老師(their)了。例 2的 “that”所指對象是 “we went to the concert last night”,構(gòu)成指示照應(yīng)，“that”常用來指稱表示過去的時間。

2)替代不當(dāng)

替代（substitution）指的是用替代形式來取代上下文中的某一成分。在語法和修飾上，替代被認(rèn)為是為了避免重復(fù)而采用的一種重要語言手段，同時起著不可忽視的銜接上下文的作用[4]，如：

3.[原文]：“Do you like apples?” “Yes,I like ones.”

[改正]：“Do you like apples?”“Yes,I like them/apples.”

4.[原文] ：He didn’t buy his reference books in the local bookstore butwe bought ours.

[改正] ：He didn’t buy his reference books in the local bookstore butwe did.

[分析]：例 3.“ones”根據(jù)語境不能替代前面的“apples”。例 4 用“did”替代前面的“bought ours”,這種替代關(guān)系不但加強了語篇的銜接，而且還使句子在結(jié)構(gòu)上更簡潔明快。

3)連接

連接(conjunction)是銜接手段中比較復(fù)雜、較難以完全統(tǒng)一的一種，它不使讀者聯(lián)想到上文的實體。連接成分既包括句子語法的連詞，也包括具有連接意義的由副詞或介詞短語體現(xiàn)的狀語。[6]Halliday把連接分 為 詳 述 （elaboration）、延 伸 （extension）、增 強 （enhancement）三大類。學(xué)生在作文中出現(xiàn)連接錯誤的情況較多，主要包括連接詞誤用，連接詞搭配不當(dāng)及連接詞濫用等問題。如，

5.[原文]：Luckily,Steve didn’t break any bones when he fell off his bike and he could still take a trip to Japan with us the next day.

[改 正 ] ：Luckily,Steve didn’t break any bones when he fell off his bike.Therefore he could still take a trip to Japan with us the next day.

[分析]：學(xué)生往往誤解一些句際關(guān)系,造成理解上的錯誤。例5是錯把因果關(guān)系表述為增補關(guān)系了。

6.[原文] ：With the development of science and technology,more and more people have access to the Internet.Therefore,it is possible tomake friends on the internet.What’smore,I think it iswise tomake friends online.

[分析]：在以上這段話中，第三句話用的連接詞What’smore毫無意義，顯得很累贅。

7．[原文]：The coathas different colors,for example black,blue,green,red,and pink.

[改正] ：The coat has different colors,such as black,blue,green,red,and pink.

[分析]：“for example”只能引導(dǎo)從句表示解釋,而“such as”表示列舉只能連接單詞或短語。

8.[原文] ：The question if the students answered correctly should be decided by the teacher.

[改正]：The question whether the students answered correctly should be decided by the teacher.

[分析]：在名詞之后引導(dǎo)同位語從句時，用whether而不用 if。

9.[原文]：In spite of the police brandished their clubs and pistols，people showed not the slightest fear．

[改正] ：In spite of the fact that the police brandished their clubs and pistols，people showed not the slightest fear．

[分析]：“in spite of”后面是名詞或動名詞，不能直接跟句子。

四、利用語篇銜接手段幫助學(xué)生提高英語寫作水平

1.教師以作文范例指導(dǎo)學(xué)生擬寫段落主題句并擴展成文，通過段與段之間的內(nèi)部銜接手段來架構(gòu)英語語篇模式。英語文章的一個總體框架結(jié)構(gòu)一般包括三段：引言段（Introduction）— 主題引入、擴展段（Development）— 拓展支持、和結(jié)論段（Conclusion）— 歸引結(jié)論。它強調(diào)段落內(nèi)部與段落之間的語義連接，結(jié)構(gòu)上具有緊湊性，層次感和整體性。以一篇題為“How to succeed in a job interview?”大學(xué)英語范文為例進(jìn)行分析：

Nowadays,in an ever tighter job market,great importance has been attached to an interview by both the employer and the applicant.The interview,so to speak,has become indispensable for getting a satisfactory job.On the one hand,the interviewer can take advantage of the occasion to learn about the candidates,such as their work experiences,education and their personalities,so as to pick out the right person for the company.On the other hand,the interviewee can make use of the opportunity to get to know the job he is going to take up,the salary,the working conditions and many other things about the job he is interested in.

Therefore,the job interview is very important to a job-hunter.But how can one succeed in it?Firstly of all,the intervieweemust pay attention to his or her appearance.The first impression is always where we start.Get dressed properly and neatly.Secondly,good manners are equally important.Don’t be too proud,and neither too timid.Just be courteous.Thirdly,the interviewee must demonstrate his aptitude and skills for the job and his knowledge about the job-related areas.Be confident.Last but not the least,the interviewee ought to be honest about his or her personal as well as academic background,for honesty is the best policy.

To sum up,the job interview is indeed important,but there is no need to be nervous.As long as the interviewee has the ability for the job,with careful preparation and a fairly confident and honest performance,his or her success can be ensured.

[分析]：這篇文章第一段的 “great importance has been attached to an interview by both the employer and the applicant.”引出段落主題句 （paragraph topic sentences），緊接著列舉具體面試的重要性來圍繞主題句展開；其中該段落用了“On the one hand”和“On the other hand”表示轉(zhuǎn)折連接關(guān)系的詞給語篇增添了緊湊感。同樣第二段的第一句由主題句 “Therefore,the job interview is very important to a job-hunter.But how one can succeed in it?”引出，后面作者特別用了“Firstly of all… ”、“Secondly… ”、 “Thirdly… ”、“Lastbutnot the least…”幾句分別就主題句進(jìn)行深入的闡述，使上下文銜接緊密，句子流暢同時很有層次感。最后一段，文章運用“To sum up”這一標(biāo)志性的詞來顯示結(jié)束全文。

2.引導(dǎo)學(xué)生學(xué)會使用關(guān)聯(lián)詞這種銜接手段。大多數(shù)中國學(xué)生缺乏使用邏輯關(guān)聯(lián)詞的意識，這跟我們母語的思維表達(dá)習(xí)慣有關(guān)。中國英語學(xué)習(xí)者是在母語環(huán)境下學(xué)習(xí)英文寫作的，所以會不知覺地把母語的思維模式和語言表達(dá)習(xí)慣帶進(jìn)目的語的學(xué)習(xí)中，產(chǎn)生母語遷移(transfer)現(xiàn)象。由于英語屬形和（hypotactic）語言，而漢語屬意合（paratactic）語言，這對輕“形和”的中國學(xué)生來說寫出來的大都是“流水句法”就不足為奇了。

例文:Parents have to save a large amount ofmoney for their children to study abroad.They have to pay for the international flight.They have to pay for their food,shelter,entertainment,long-distance telephone calls,and clothing.The children should have some money ready to cover unexpected expenses.

[分析]：以上這段文字在語法上并沒有錯誤，但讀起來顯得結(jié)構(gòu)不夠緊湊，層次不夠分明；但如果我們在原文基礎(chǔ)上加上幾個關(guān)聯(lián)詞稍作改動，效果會大不一樣。

Parents have to save a large amount of money for their children to study abroad.Apart from the international flight,they have to pay for their daily expenses,such as food,shelter,entertainment,long-distance telephone calls,and clothing.In addition,the children should have somemoney ready to cover unexpected expenses.

五、結(jié)束語

關(guān)于銜接連貫理論在寫作中的應(yīng)用,國內(nèi)外學(xué)者從沒有停止對它的研究。國內(nèi)一些高校的同行們也對大學(xué)生英語作文的成績做過調(diào)查統(tǒng)計，普遍認(rèn)為中國大學(xué)生“好”“差”英語作文的銜接手段的運用有顯著差異?！昂谩弊魑牡你暯邮侄伪取安睢弊魑闹械亩?。[9]筆者認(rèn)為要使學(xué)生寫出結(jié)構(gòu)清晰、文通理順的好文章,在寫作教學(xué)中,教師應(yīng)注重培養(yǎng)學(xué)生寫作中的語篇銜接與連貫意識,以此來提高學(xué)生的英語寫作能力。

[1] 張德祿，劉汝山.語篇連貫與銜接理論的發(fā)展及應(yīng)用[M].上海:上海外語教育出版社2003.

[2] 黃國文.語篇分析概要[M].長沙:湖南教育出版社,1988.

[3] Halliday.M.A.K&Hasan,R·.Cohesion in English [M].London:Longman,1976.

[4] 朱永生，鄭立信，苗興偉.英漢語篇銜接手段對比研究[M].上海：上海外語教育出版社，200.1.

[5] 羅偉.大學(xué)英語寫作訓(xùn)練技巧[M].上海:上海外語教育出版社,2003.

[6] 李長忠.談英語作文語篇的銜接與連貫[J].徐州師范大學(xué)學(xué)報（哲學(xué)社會科學(xué)版）2000（4）.

[7] 黃若妤.新思維大學(xué)英語寫作教程[M].廣州：華南理工大學(xué)出版社，2006.

[8] 胡壯麟.語篇的銜接與連貫[M].上海:上海外語教育出版社,1994.

[9] 徐偉成.英語作文中的銜接、連貫與質(zhì)量[J]廣州大學(xué)學(xué)報2000（5）.

App lication on Text Cohesion Theory in College Students’English W riting

WANG Yurong

（School of Business，Wuyi University，Wuyishan，F(xiàn)ujian 354300）

Coherence is one of themain features of the discourse.However,a lot of coherence and cohesion weakness exists in the college English writings-looseness of sentence structure and lack of outstanding theme,etc.Therefore,the author suggests that college teachers of English writing should focusmuch on the students’ability development.

cohesion theory;present situation;error analysis;improvement

H315

A

1674－2109(2011)01－0077－04

2010－12－16

王玉榕（1962-），女，漢族，講師，主要研究方向：語言語用學(xué)。