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1、语用预设与大学英语教学 语用预设与大学英语教学 Pragmatic Presupposition and College English Teaching 【中文摘要】 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
2、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.更多高学生的听力理解水平。G
3、eorge 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
4、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。【英文摘要】 In college English teaching,students sometimes have comprehension errors in reading English texts without unknown words and gram
5、matical difficulties;the English writings sometimes have the problems of loose structure,illogical order and redundancy;the English listening teaching rigidly adheres to the analysis of the superficial language structures,lacks informational analysis and inferential strategies,results in errors in c
6、omprehension and judgment;in the transference of English and Chinese are sometimes the dissymmetry and absence between the information expressed in the original and that of the translation,etc.This paper tries to establish a systematic framework for applying the theory of pragmatic supposition to th
7、e college English teaching in order to solve the practical teaching problems.Presupposition is the preconditions or presupposed background knowledge not directly expressed by but hidden in the utterances of language communication.Its a pragmatic phenomenon,closely relate.更多d to the speaker and other
8、 non-linguistic factors,and an unstable and changeable linguistic phenomenon dependent on context.Pragmatic presupposition has such characters as common knowledge,felicity,subjectivity,latency,and unidirectionality. Pragmatic presupposition determines the choice of information focus and its position
9、 in a sentence,organizes the discourse into a coherent whole,concise,clear and smooth,and achieves the expected stylistic effects.In college English teaching,if teachers teach the knowledge about pragmatic presupposition in listening teaching,introduce the frequently-seen patterns of presupposition,
10、 increase the presuppositional sensitivity of students to certain words and structures,guide students to use the theory on presuppositional information to make forecasts on base of written listening material,listen purposefully,and get rid of the distraction of the minor and redundant information,th
11、e ability of students to obtain major information and linguistic inference will be strengthened and their listening competence will improve remarkably.George Yule divided presuppositional triggers into factive presupposition,non-factive presupposition,counter-factive presupposition,existential presu
12、pposition,lexical presupposition and structural presupposition.Presuppositional triggers are helpful for us to understand the true intention of the speaker or writer.In college English reading teaching,if teachers introduce the discourse organizing function of pragmatic presupposition and the releva
13、nt presupposition triggers,and teach students to use these triggers to communicate with the writer,the comprehension competence of students will be greatly enhanced.The essential function of presupposition is to build a framework for the further development of discourse.In college English writing te
14、aching,teachers can use the theory on pragmatic presupposition to construct a handy training program for textual organization,increase the textual coherence, economy and structural perfection of the English writings by students.In college English translation teaching,teachers should focus on develop
15、ing the pragmatic presuppositional thinking of students,enable them to grasp the presupposed information in source text / speech exactly,understand the original thoroughly,correctly reorganize and reproduce the pragmatic presuppositions in the target language,carry out the functional equivalence in
16、translation and successfully realize the smooth and accurate communication.With the instruction of pragmatic presupposition in college English teaching,the complete understanding and integral acquisition of English and Chinese of students will come true.In conclusion,to implement the Curriculum Requ
17、irements for College English Teaching promulgated by the Ministry of Education of China,we should emphasize the instruction of the theory on pragmatic presupposition in college English teaching,carry it through from beginning to end.Its one of the important means to realize the college English teach
18、ing reform, improve the effects of college English teaching,strengthenr the practical and integrative language abilities of students,in order to cultivate the compound talents to adapt to the global integration and meet the requirements of the reform and opening in China. 【中文关键词】 语用预设; 英语教学; 预设触发语 【英文关键词】 pragmatic presupposition; college English teaching; presuppositional triggers 【毕业论文目录】
