體裁與體裁教學法.doc

體裁（genre）是一種社會交際活動的分類，與一個社會的政治、文化結構和慣例緊密相關（Kress，1985）。體裁分析是語篇分析的新發(fā)展，其根本宗旨是研究語篇的交際目的和語言使用策略。該分析法超越了語言的表層描述，注重探討語篇的宏觀結構及其交際功能，試圖解釋特定語篇所具有的認知結構。體裁和體裁分析理論越來越多地應用于語言教學中，“體裁教學法” 成為二語教學領域的研究熱點。本文就其理論依據和教學模式進行探討，以期為語言教學實踐提供參考。一、理論依據1.體裁。“體裁”最早被用于文學和修辭學研究，后來人種學家將其引入語言學研究領域。在語言學領域中語言學家們對“體裁”的概念進行了詳盡的界定。目前國外從事體裁理論研究主要有三個學派：以Swales，Bhatia為代表的特殊目的英語學派（English for Specific Purpose，ESP），以Halliday，Martin為代表的系統(tǒng)功能學派（Systemic-functional Linguistics School，SFL ）和以Miller，Berkenkotter & Huckin（1993）為代表的北美新修辭學派（North Rhetoric）（依次簡稱ESP學派，SFL學派和NR學派）。ESP學派中的Swales最早對體裁做出界定，認為“體裁”是一組具有共同交際目的的交際事件。這一定義又被Bhatia進一步闡釋為：（1）體裁是一種可辨認的交際事件；（2）體裁不是一般的交際事件，而是一種內部結構特征鮮明、高度約定俗成的交際事件；（3）在建構語篇時，我們必須遵循某種特定體裁所要求的慣例；（4）盡管體裁有其慣例和制約性，內行人仍可在體裁規(guī)定的框架內傳達個人的意圖或交際目的。SFL學派中的Martin 認為體裁是“一種有步驟的、以交際目的為導向的、某一特定文化成員參與的社會交往過程”。Eggins把體裁定義為“使用語言達到的有步驟、有目的的活動類型”，他認為“在我們的文化中有多少種已被承認的社會行為就有多少種類型的體裁”。NR學派的Miller認為體裁是“社會行為”，在“作為社會生活的體裁”一文中，她指出“體裁不是分類的形式名稱，而是一種社會活動，它是建立在典型修辭活動上的、規(guī)約的語篇分類”。三個學派對體裁的界定在本質上一致，即交際目的決定體裁的存在，同一體裁的語篇具有基本一致的圖式結構。然而，由于文化因素或語篇變量的不同，屬于同一體裁的語篇仍存在某些差異，使用者可以在不破壞其基本結構的原則下發(fā)揮創(chuàng)造性，創(chuàng)作出符合特定情景的語篇。2.體裁分析。體裁分析是多學科交叉研究的產物，既涉及文體分析，又涉及語篇分析，其根本宗旨是研究交際目的和語言使用策略。體裁分析超越了對語篇語言特征的表層描述，力求解釋語篇建構的理據，揭示實現(xiàn)交際目的的特殊方式和語篇建構的規(guī)范性。所以，體裁分析最顯著的特征在于它的解釋性。體裁分析將語言學、社會學和心理學方法緊密結合起來：語言學分析方法主要用來描述語篇的體裁特點；社會學方法則把語篇作為社會現(xiàn)象和社會行為來研究，探討語篇的社會性和規(guī)范性以及影響語篇的社會文化因素；心理學方法分析語篇的認知結構和構建策略，探討特定的交際目的在語篇中實現(xiàn)的理據。因此，體裁分析不僅關注語篇的語言特征的描述，更重視解釋語篇的構建理據，探討語篇背后蘊含的社會、文化和認知因素。二、體裁教學法體裁教學法是把體裁和體裁分析理論運用到課堂語言教學中，圍繞語篇的圖式結構開展教學活動。其目的是培養(yǎng)學生的體裁能力（genre competence），使學生認識到語篇不僅是一種語言建構，更是一種社會意義建構。體裁教法根本宗旨是讓學生掌握語篇的圖式結構，又能理解語篇的建構過程，以幫助他們理解或創(chuàng)作屬于某一體裁的語篇。 對于體裁教學法，尤其是顯性教學（explicit teaching），三個學派持不同的觀點。NR學派大多數研究者反對顯性教學，認為體裁在課堂上是難以捕捉、不可學得的，教師的顯性教學會限制學生的創(chuàng)造性，學生的體裁意識可通過大量接觸同類體裁的語篇而不斷滲透獲得。體裁知識與得體的交際行為不是通過課堂指導學得的，是在參與日常活動和職業(yè)生活中自然習得的。因此，基于該學派的理論主張的教學活動受到限制。另外兩個學派的教學理念則恰好相反。ESP學派主張顯性教學，認為那些尚未滲透到目標文化中的二語學生，必須通過有效的體裁教學才能了解體裁規(guī)約。這一學派的教學通過對專門用途英語的語篇進行體裁分析，引導學生掌握語篇的宏觀結構和語言資源特征。SFL學派也支持顯性體裁教學，該學派研究者認為，體裁教學的目的就是解釋語言是如何表達意義的，只有顯性教學才能幫助學生掌握各類體裁。因此，學生需要教師通過范文分析有計劃、分步驟地引導才能掌握語篇。Martin等人設計出“Teaching-Learning Cycle”教學模式，該模式分為三個階段：示范分析（Modeling）、共同協(xié)商寫作（Joint negotiation of text）、獨立創(chuàng)作（Independent construction of text）。整個過程涉及大量的師生和生生間的交往活動，通過理解語言、分析語言、運用語言，討論語篇產生的社會文化語境、交際目的、構篇機制、語法修辭等特點。這些教學活動涉及大量的語言輸入，有效地促進學習者的語言輸出。三、體裁教學法的綜合評價從實踐應用層面可以看出，將體裁理念應用語言課堂教學的，實踐效果顯著。然而，該教學模式也存在著不足。1.體裁教學法的優(yōu)點。（1）體裁教學法可以使學習者認識到不同體裁的的語篇具有不同的結構。該教學法提供相對固定的語言模式，對閱讀和寫作教學有重要的意義。如學生可根據不同體裁的圖式結構，很快抓住語篇的框架，同時可以模仿圖示結構來組織新語篇。（2）體裁教學不僅注重語言知識的學習，也關注語言符號與語境之間的關系以及它們所表達的意義。將語篇建構過程看做是一種社會行為，更加注重語言資源的社會性。（3）體裁教學法模式中師生之間、學習者之間的協(xié)作有利于創(chuàng)造民主、和諧的教學氛圍，建立融洽的師生關系，全面提高學習者的人文素質，可更好地實施素質教育。2.體裁教學法的不足。（1）體裁的規(guī)約性可能會導致教學活動具有“規(guī)定主義”色彩（prescriptivism），學生的寫作實踐出現(xiàn)“千文一面”的局面。（2）“體裁教學法”可能使課堂教學出現(xiàn)以語篇為中心的傾向，教師容易偏重對語篇的描述和復制，而忽視創(chuàng)造性的語言操練活動。（3）體裁的種類十分繁雜，課堂教學難以窮盡學生將來生活中可能遇到的所有體裁，故“體裁教學法”在寫作課和閱讀課教學中存在一定的局限性。體裁教學法仍處于一種探索階段，但實踐證明它是提高語言教學的有效途徑。但體裁教學法也有一定的不足，其強烈的規(guī)定主義色彩，如果教師不能恰如其分地利用這種規(guī)定性，很容易束縛學生的想象力和創(chuàng)造力。所以運用體裁教學法時，要根據實際情況，設計出可操作性強的步驟和環(huán)節(jié)，引導學生認識各種體裁的構建方式和語篇特點，使學生能夠創(chuàng)作出符合體裁慣例的語篇，提高他們的語言運用能力。Genre (genre) is a kind of classification of social communication activities, and a societys political, cultural structure and practice closely related (Mr. Kress, 1985). Genre analysis is a new development of discourse analysis, its fundamental purpose the aim of communication is the study of language and language use strategies. The analysis goes beyond the surface description language, pay attention to discuss the macro structure of discourse and its communicative function, trying to explain the specific discourse of cognitive structure.Genre and genre analysis theory is increasingly used in language teaching, the type teaching method has become a hot spot in the field of second language teaching. In this paper, it discusses the theoretical basis and teaching mode, so as to provide reference for language teaching practice.One, the theoretical basis1. The genre. Genre was first used in the study of literature and rhetoric, ethnographers later into the linguistic research field. Linguists in the field of linguistics to made detailed definition of the concept of genre. Currently engaged in the study of genre theory mainly has three schools abroad: with Swales, Bhatia for School on behalf of the special Purpose of English (English for Specific Purpose, ESP), with Halliday, Martin School system function (Systemic - functional Linguistics School, SFL) and with Miller, Berkenkotter & Huckin (1993) as the representative of North America new Rhetoric School (North Rhetoric) (hereinafter referred to as the ESP in turn School, SFL School and NR School).ESP Swales to genre defining the earliest in the school, think genre is a set of social events with a common communicative purpose. This definition was Bhatia further explanation is: (1) genre is a recognizable social events; (2) the style is not the general social events, but an internal structure characteristic, highly conventionalized social events; (3) in the construction of discourse, we must follow a particular genre of practice required; (4) despite the genre conventions and conditionality, starters, can still be within the framework of genre regulations convey personal intent or communicative purpose.Martin thought genre of SFL school is a step by step, the communicative goal oriented, members of a particular culture involved in the process of social interaction. Eggins genre is defined as the use of language to achieve a step-by-step and purposeful activity type, he thought in our culture has many kinds of social behavior has been recognised as there are types of genre.Miller of NR school think genre is social activities, in as a form of social life, she pointed out that genre classification is not in the form of a name, but a kind of social activities, it is based on typical rhetorical activities, text classification of the code.Three school of genre in essence is consistent, namely communicative goal decided the existence of the genre, discourse of the same genre have almost the same schema structure. However, because of the different cultural factors or discourse variables, belong to the same type of discourse, there are still some differences between users can without destroying its basic structure, the principle of creativity, produce conforms to the specific situation of discourse.2. Genre analysis. Genre analysis is the product of multidisciplinary crossover study, involving both style analysis, and involves the discourse analysis, its fundamental purpose is to study communicative purpose and language use strategies. Genre analysis goes beyond the surface description language features in discourse, tries to explain discourse construction, reveals the special way to achieve communication goal and the normative discourse construction. So, the most notable features of genre analysis lies in its explanatory. Genre analysis combining linguistics, sociology and psychology methods: linguistic analysis method is mainly used to describe the discourse genre characteristics; Sociology is the discourse as a social phenomenon and social behavior to study, studies the social and normative discourse and the social and cultural factors influencing the discourse; Special psychology method of cognitive structure and build a strategy, discusses the specific communicative purpose is realized in discourse. Therefore, genre analysis not only focus on the characteristics of the language of the text description, pay more attention to explain the construction of discourse, to explore discourse behind the social, cultural and cognitive factors.Second, the teaching methodGenre approach is to put the genre and genre analysis theory is applied to the classroom language teaching, the surrounding text of the schemata structure to carry out teaching activities. Its purpose is to develop the students ability of genre (genre competence), make students realize the discourse construction is not only a language, but also a social meaning construction. Genre teaching fundamental purpose is to let students grasp the discourse schema structure, and to understand the formation process of discourse, to help them understand or creation belongs to a particular genre of For type teaching method, especially explicit teaching (explicit would), three schools hold different views. Most researchers against the dominant teaching, NR school think genre is elusive, cannot learn in class, the teachers dominant teaching will limit students creativity, consciousness of students genre can be contacted through a lot of similar types of discourse and penetration. Genre knowledge and appropriate communicative behavior not learn of the classroom instruction, is natural in participating in daily activities and professional life. Therefore, based on the theory of the school teaching activities is limited.The other two school teaching philosophy is the opposite is true. Explicit teaching, ESP school think that have yet to infiltrate into the second language in the target culture students, must through the effective form of teaching to understand code. This school of thought in the teaching of English for special purposes (discourse genre analysis, guides the student to grasp the discourse of the macro structure and characteristics of language resources. Also support the dominant genre SFL school teaching, the school researchers believe that genre teaching purpose is to explain how the language is the expression meaning, only the dominant teaching can help students to master all kinds of genre. Therefore, students need teachers plan, through the analysis of the model essay guide to master language. Martin and others designed a would - Learning Cycle Teaching model, the model is divided into three stages: demonstration analysis (Modeling), Joint consultation writing (be negotiation of text), the Independent creation (Independent construction of the text). The process involves a large number of interactions between students and teachers activities, by understanding and analysis of the language and use the language, to discuss the social cultural context, the discourse communication purpose, structure, mechanism, characteristics of rhetorical devices. These teaching activities involve a lot of language input, effectively promote the learners language output.Three, the teaching method of comprehensive evaluationAs can be seen from the practical application level, applying concept of genre of language classroom teaching, practice effect is remarkable. However, the teaching pattern also exist.1. The advantages of genre teaching. (1) genre approach can make learners realize the different genres of discourse with different structures. The teaching method provides relatively fixed language patterns, to the reading and writing teaching has an important significance. If students according to different forms of the schemata structure, quickly seize the framework of discourse, at the same time can mimic graphic structure to organize new article. (2) genre teaching not only pay attention to language knowledge learning, also pay attention to the relationship between language symbols and context, and expressed their meaning. The discourse construction process as a social behavior, pay more attention to the language of social resources. (3) type teaching mode collaboration between teachers and learners to create democratic and harmonious teaching atmosphere, establish a harmonious relationship between teachers and students, improving learners cultural quality, can be better implementation of quality education.2. Type teaching met