談語篇銜接理論在大學生英語寫作中的運用

王玉榕

（武夷學院 商學院，福建 武夷山 354300）

談語篇銜接理論在大學生英語寫作中的運用

王玉榕

（武夷學院 商學院，福建 武夷山 354300）

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

銜接理論；現狀；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。從銜接意義的表現形式上講，我們可以區分篇內銜接關系和語篇與語境之間的銜接關系兩類。[1]

1976年澳大利亞著名教授、學者，世界著名語言學家Halliday&Hasan夫婦合著完成 《英語的銜接》(Cohesion in English)一書，此書的出版標志著語篇銜接理論的開端，立刻引起國內外專家學者的極大關注和重視。書中第一次提出了語篇銜接理論，包括銜接原則、規律和語言現象。他們將銜接分為照應、替代、省略、連接等語法銜接手段和重復、同義、上下義和搭配等詞匯銜接手段。我們國內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、結構銜接、邏輯連接和詞匯銜接，他還在及物性、邏輯連接、結構銜接、詞匯、主位、述位等方面以及在語篇宏觀結構等方面作了研究，可以說對該領域起到了進一步的推進作用。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》，他們通過比較國內國外語言學家關于語法銜接和詞匯銜接手段及其相關問題的研究，“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范疇之間的關系，發現它們之間界限模糊，并且有些交叉現象，使我們進一步看到了銜接手段的復雜性。”[4]

二、我國大學生英語寫作的現狀分析

大學英語作文對學生的基本要求是能清楚表達中心思想、具有嚴謹的結構特征、語言表達順暢、語句之間結構緊湊及無重大語法錯誤等。但很多中國學生的英語作文中卻普遍存在著問題，主要體現在：（1）語篇整體邏輯差。（2）句間邏輯關系不明確，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思、謀篇布局的差異，致使學生在語篇的邏輯銜接上普遍存在一些問題及學習者的母語文化思維模式(cultural thought pattern)的負遷移模式所致；另一原因是由于長期來有些教師重詞匯、語法教學，輕語篇結構及文章的布局謀篇指導，所以不少大學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“網上求職的好處”。但我們卻沒有看到文章所應具有的合理的邏輯性、明顯的結構特征、明確的中心思想，而是結構松散沒有層次感。所以,它并非是篇完整的文章,充其量是一堆散句。

三、大學生英文習作中常見的銜接錯誤分析

1)照應誤用

照應是一些起信號作用的詞項,它本身不能做出語義解釋,只能通過照應別的詞項來說明信息。因此,照應是一種語義關系,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系。[4]照應包括人稱照應 (personal reference)、指示照應(demonstrative reference)和比較照應 (comparative reference)。學生作文中常出現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”,構成指示照應，“that”常用來指稱表示過去的時間。

2)替代不當

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，替代被認為是為了避免重復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”,這種替代關系不但加強了語篇的銜接，而且還使句子在結構上更簡潔明快。

3)連接

連接(conjunction)是銜接手段中比較復雜、較難以完全統一的一種，它不使讀者聯想到上文的實體。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的狀語。[6]Halliday把連接分 為 詳 述 （elaboration）、延 伸 （extension）、增 強 （enhancement）三大類。學生在作文中出現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]：學生往往誤解一些句際關系,造成理解上的錯誤。例5是錯把因果關系表述為增補關系了。

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生提高英語寫作水平

1.教師以作文范例指導學生擬寫段落主題句并擴展成文，通過段與段之間的內部銜接手段來架構英語語篇模式。英語文章的一個總體框架結構一般包括三段：引言段（Introduction）— 主題引入、擴展段（Development）— 拓展支持、和結論段（Conclusion）— 歸引結論。它強調段落內部與段落之間的語義連接，結構上具有緊湊性，層次感和整體性。以一篇題為“How to succeed in a job interview?”大學英語范文為例進行分析：

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”表示轉折連接關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”這一標志性的詞來顯示結束全文。

2.引導學生學會使用關聯詞這種銜接手段。大多數中國學生缺乏使用邏輯關聯詞的意識，這跟我們母語的思維表達習慣有關。中國英語學習者是在母語環境下學習英文寫作的，所以會不知覺地把母語的思維模式和語言表達習慣帶進目的語的學習中，產生母語遷移(transfer)現象。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，但讀起來顯得結構不夠緊湊，層次不夠分明；但如果我們在原文基礎上加上幾個關聯詞稍作改動，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、結束語

關于銜接連貫理論在寫作中的應用,國內外學者從沒有停止對它的研究。國內一些高校的同行們也對大學生英語作文的成績做過調查統計，普遍認為中國大學生“好”“差”英語作文的銜接手段的運用有顯著差異。“好”作文的銜接手段比“差”作文中的多。[9]筆者認為要使學生寫出結構清晰、文通理順的好文章,在寫作教學中,教師應注重培養學生寫作中的語篇銜接與連貫意識,以此來提高學生的英語寫作能力。

[1] 張德祿，劉汝山.語篇連貫與銜接理論的發展及應用[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.大學英語寫作訓練技巧[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].徐州師范大學學報（哲學社會科學版）2000（4）.

[7] 黃若妤.新思維大學英語寫作教程[M].廣州：華南理工大學出版社，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、連貫與質量[J]廣州大學學報2000（5）.

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

WANG Yurong

（School of Business，Wuyi University，Wuyishan，Fujian 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。