English  |  正體中文  |  简体中文  |  Items with full text/Total items : 74993/106084 (71%)
Visitors : 19422557      Online Users : 346
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/12599


    Title: Discourse Grammar for Academic Reading: Textual Relationships
    Other Titles: 篇章語法於英文閱讀之應用:論文章結合關係
    Authors: 尤雪瑛
    Yu, Hsueh-ying
    Contributors: 英文系
    Keywords: 閱讀教學;篇章語法;文章結合關係;篇章;連結詞彙
    reading instruction;discourse grammar;textual relationships;discourse-organizing words
    Date: 2007-08
    Issue Date: 2008-12-04 11:49:03 (UTC+8)
    Abstract: 本文旨在介紹篇章語法於英語閱讀教學上的應用。目前多數英文老師都知道教授閱讀技巧的重要性,相關技巧如掌握要點(Skim)、尋找重要細節(Scan)、進行推論(Infer)等,都會在課堂提及。但是老師們同時面臨的困難是,不知如何指引學生從文章中的詞彙或句構來尋找線索。其實,在這問題上篇章語法的教授有助於達到有效閱讀的目的。本文以篇章語法中的文章結合關係(Textual relationships)為主題,解釋它在閱讀上的應用。首先,我們闡明文章有層級性架構。而文章中的單句必需透過文章結合關係,才能連結組成這個架構。其次我們指出讀者可以由兩種語言成份來一窺文章結合關係:連結詞彙(Connectors)及篇章結構詞彙(Discourse-organizing words)。作者將舉例說明經由文章結合關係的分析,學生可以充份掌握文章的結構及論點之鋪陳,進而瞭解全文要旨。
    The purpose of this paper is to propose a method of reading instruction from a discourse perspective. The current practice of reading instruction is usually confined to explanation of vocabulary and sentence structure. This kind of instruction neglects the communicative nature of reading, which entails that readers not only passively decode the meanings of words and sentences but also actively work on the identification and understanding of the main ideas of the text. The present study does not dismiss the importance of language forms in reading; however, it is not confined to sentential grammar. This paper moves a step further to explore the roles of words and sentences in relation to the whole text. In the approach, reading instruction involves both top-down global and bottom-up local analyses. The global level instruction presents the hierarchical structure of a text by describing how sentences are strung together by textual relationships to form the text. At the local level, this approach, on the other hand, teaches the function of discourse-organizing words in understanding textual relationships. With such two-way instruction, EFL students know what linguistic clues they should look for and how they may interpret the meanings and functions of the clues as they tackle the reading task.
    Relation: 英語教學,31(2), 159-197
    Data Type: article
    Appears in Collections:[英國語文學系] 期刊論文

    Files in This Item:

    File Description SizeFormat
    159.pdf315KbAdobe PDF570View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback