浅析在中国学生英语阅读理解的交际障碍 [5]
论文作者:佚名论文属性:短文 essay登出时间:2009-04-21编辑:黄丽樱点击率:12551
论文字数:4144论文编号:org200904212250467679语种:英语 English地区:中国价格:免费论文
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se students in their reading comprehension. According to Gui Shichun (1991), substitution and ellipsis are often talked about under the topic of anaphora in Halliday and Hasan’s writings. When we use an expression to refer back to something previously mentioned in discourse, the referring expression is called anaphor, and the previous referent is called an antecedent.
In a text or discourse, reference deals with the links between words or phrases and other words or phrases in discourse. More precisely, reference is a semantic relation whereby information needed for the interpretation of one item is found elsewhere in the text.
ex. 2-4
a. The women lost track of her little boy at the mall. She became very worried.
b. That was the worst exam I had all term.
c. It is the same band we heard last week.
Generally speaking, there are three types of reference, that is, the pronominal, demonstrative and comparative reference. The pronominal reference often uses pronouns such as she, he, it, his, her and their to refer to earlier items. In ex.2-4 (a), she in the second sentence refers back to the woman in the first sentence. This gives cohesion to the two sentences, and we may integrate them into a connected whole. We also use demonstrative such as the, this, that, and those for referential purpose; in ex.2-4 (b), that refers to a particular exam. Another type of reference is comparative reference, in which we use terms such as same, different and similar to relate current objectives with those in the p ast. In ex.2-4(c), same is a comparative referent word.
Besides, Halliday and Hasan identify several other categories of cohesion. In substitution, we replace one lexical item with another as an alternative to repeating the first. For example, one substitutes for my computer in ex.2-4 (d).
d. My computer is too slow. I need to get a faster one.
Ellipsis is another form of cohesion that is really a special case of substitution in which we “substitute” one word or phrase with nothing. In ex.2-4 (e), the word talent could be repeated after the word more in the second sentence; in ellipsis, this kind of repetition could be assumed.
e. I wish I had more talent. My sister has a lot more than I.
To deal with the anaphora, readers need firstly be aware that some kind of information is incomplete. And then, try to retrieve the information left unsaid. Usually, they have to search the adjacent sentence or even the whole text to find the right referent information.
In Chinese, the reference is quite different and usually not so clear as that in English. Thus, Chinese students usually get confused which refers which, that is, cannot identify the reference relationships. They have difficulty sorting out the inner logical relationship of each sentence.
2.2 Non-linguistic level
Language is a set of habits, and Chinese students are learning English as a foreign language. Thus, the stored knowledge of L1, the mother tongue will naturally interfere their learning of a second or foreign language. Meanwhile, language can reflect culture and is a part of culture. Learning a language must also learn the thinking model and cultural background of the target language. Smith (1971) says that:
Reading needs both visual and non-visual information. If a reader lacks non-visual information (what he has already known about the reading text, about the language, and about the world in general), his interpretation of the visual information will be severely l
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