體裁與體裁教學(xué)法.doc

體裁（genre）是一種社會(huì)交際活動(dòng)的分類，與一個(gè)社會(huì)的政治、文化結(jié)構(gòu)和慣例緊密相關(guān)（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(jié)構(gòu)及其交際功能，試圖解釋特定語篇所具有的認(rèn)知結(jié)構(gòu)。體裁和體裁分析理論越來越多地應(yīng)用于語言教學(xué)中，“體裁教學(xué)法” 成為二語教學(xué)領(lǐng)域的研究熱點(diǎn)。本文就其理論依據(jù)和教學(xué)模式進(jìn)行探討，以期為語言教學(xué)實(shí)踐提供參考。一、理論依據(jù)1.體裁?！绑w裁”最早被用于文學(xué)和修辭學(xué)研究，后來人種學(xué)家將其引入語言學(xué)研究領(lǐng)域。在語言學(xué)領(lǐng)域中語言學(xué)家們對(duì)“體裁”的概念進(jìn)行了詳盡的界定。目前國外從事體裁理論研究主要有三個(gè)學(xué)派：以Swales，Bhatia為代表的特殊目的英語學(xué)派（English for Specific Purpose，ESP），以Halliday，Martin為代表的系統(tǒng)功能學(xué)派（Systemic-functional Linguistics School，SFL ）和以Miller，Berkenkotter & Huckin（1993）為代表的北美新修辭學(xué)派（North Rhetoric）（依次簡稱ESP學(xué)派，SFL學(xué)派和NR學(xué)派）。ESP學(xué)派中的Swales最早對(duì)體裁做出界定，認(rèn)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(jìn)一步闡釋為：（1）體裁是一種可辨認(rèn)的交際事件；（2）體裁不是一般的交際事件，而是一種內(nèi)部結(jié)構(gòu)特征鮮明、高度約定俗成的交際事件；（3）在建構(gòu)語篇時(shí)，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(nèi)行人仍可在體裁規(guī)定的框架內(nèi)傳達(dá)個(gè)人的意圖或交際目的。SFL學(xué)派中的Martin 認(rèn)為體裁是“一種有步驟的、以交際目的為導(dǎo)向的、某一特定文化成員參與的社會(huì)交往過程”。Eggins把體裁定義為“使用語言達(dá)到的有步驟、有目的的活動(dòng)類型”，他認(rèn)為“在我們的文化中有多少種已被承認(rèn)的社會(huì)行為就有多少種類型的體裁”。NR學(xué)派的Miller認(rèn)為體裁是“社會(huì)行為”，在“作為社會(huì)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(huì)活動(dòng)，它是建立在典型修辭活動(dòng)上的、規(guī)約的語篇分類”。三個(gè)學(xué)派對(duì)體裁的界定在本質(zhì)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(jié)構(gòu)。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(jié)構(gòu)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(xué)科交叉研究的產(chǎn)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(duì)語篇語言特征的表層描述，力求解釋語篇建構(gòu)的理據(jù)，揭示實(shí)現(xiàn)交際目的的特殊方式和語篇建構(gòu)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(xué)、社會(huì)學(xué)和心理學(xué)方法緊密結(jié)合起來：語言學(xué)分析方法主要用來描述語篇的體裁特點(diǎn)；社會(huì)學(xué)方法則把語篇作為社會(huì)現(xiàn)象和社會(huì)行為來研究，探討語篇的社會(huì)性和規(guī)范性以及影響語篇的社會(huì)文化因素；心理學(xué)方法分析語篇的認(rèn)知結(jié)構(gòu)和構(gòu)建策略，探討特定的交際目的在語篇中實(shí)現(xiàn)的理據(jù)。因此，體裁分析不僅關(guān)注語篇的語言特征的描述，更重視解釋語篇的構(gòu)建理據(jù)，探討語篇背后蘊(yùn)含的社會(huì)、文化和認(rèn)知因素。二、體裁教學(xué)法體裁教學(xué)法是把體裁和體裁分析理論運(yùn)用到課堂語言教學(xué)中，圍繞語篇的圖式結(jié)構(gòu)開展教學(xué)活動(dòng)。其目的是培養(yǎng)學(xué)生的體裁能力（genre competence），使學(xué)生認(rèn)識(shí)到語篇不僅是一種語言建構(gòu)，更是一種社會(huì)意義建構(gòu)。體裁教法根本宗旨是讓學(xué)生掌握語篇的圖式結(jié)構(gòu)，又能理解語篇的建構(gòu)過程，以幫助他們理解或創(chuàng)作屬于某一體裁的語篇。 對(duì)于體裁教學(xué)法，尤其是顯性教學(xué)（explicit teaching），三個(gè)學(xué)派持不同的觀點(diǎn)。NR學(xué)派大多數(shù)研究者反對(duì)顯性教學(xué)，認(rèn)為體裁在課堂上是難以捕捉、不可學(xué)得的，教師的顯性教學(xué)會(huì)限制學(xué)生的創(chuàng)造性，學(xué)生的體裁意識(shí)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(shí)與得體的交際行為不是通過課堂指導(dǎo)學(xué)得的，是在參與日?；顒?dòng)和職業(yè)生活中自然習(xí)得的。因此，基于該學(xué)派的理論主張的教學(xué)活動(dòng)受到限制。另外兩個(gè)學(xué)派的教學(xué)理念則恰好相反。ESP學(xué)派主張顯性教學(xué)，認(rèn)為那些尚未滲透到目標(biāo)文化中的二語學(xué)生，必須通過有效的體裁教學(xué)才能了解體裁規(guī)約。這一學(xué)派的教學(xué)通過對(duì)專門用途英語的語篇進(jìn)行體裁分析，引導(dǎo)學(xué)生掌握語篇的宏觀結(jié)構(gòu)和語言資源特征。SFL學(xué)派也支持顯性體裁教學(xué)，該學(xué)派研究者認(rèn)為，體裁教學(xué)的目的就是解釋語言是如何表達(dá)意義的，只有顯性教學(xué)才能幫助學(xué)生掌握各類體裁。因此，學(xué)生需要教師通過范文分析有計(jì)劃、分步驟地引導(dǎo)才能掌握語篇。Martin等人設(shè)計(jì)出“Teaching-Learning Cycle”教學(xué)模式，該模式分為三個(gè)階段：示范分析（Modeling）、共同協(xié)商寫作（Joint negotiation of text）、獨(dú)立創(chuàng)作（Independent construction of text）。整個(gè)過程涉及大量的師生和生生間的交往活動(dòng)，通過理解語言、分析語言、運(yùn)用語言，討論語篇產(chǎn)生的社會(huì)文化語境、交際目的、構(gòu)篇機(jī)制、語法修辭等特點(diǎn)。這些教學(xué)活動(dòng)涉及大量的語言輸入，有效地促進(jìn)學(xué)習(xí)者的語言輸出。三、體裁教學(xué)法的綜合評(píng)價(jià)從實(shí)踐應(yīng)用層面可以看出，將體裁理念應(yīng)用語言課堂教學(xué)的，實(shí)踐效果顯著。然而，該教學(xué)模式也存在著不足。1.體裁教學(xué)法的優(yōu)點(diǎn)。（1）體裁教學(xué)法可以使學(xué)習(xí)者認(rèn)識(shí)到不同體裁的的語篇具有不同的結(jié)構(gòu)。該教學(xué)法提供相對(duì)固定的語言模式，對(duì)閱讀和寫作教學(xué)有重要的意義。如學(xué)生可根據(jù)不同體裁的圖式結(jié)構(gòu)，很快抓住語篇的框架，同時(shí)可以模仿圖示結(jié)構(gòu)來組織新語篇。（2）體裁教學(xué)不僅注重語言知識(shí)的學(xué)習(xí)，也關(guān)注語言符號(hào)與語境之間的關(guān)系以及它們所表達(dá)的意義。將語篇建構(gòu)過程看做是一種社會(huì)行為，更加注重語言資源的社會(huì)性。（3）體裁教學(xué)法模式中師生之間、學(xué)習(xí)者之間的協(xié)作有利于創(chuàng)造民主、和諧的教學(xué)氛圍，建立融洽的師生關(guān)系，全面提高學(xué)習(xí)者的人文素質(zhì)，可更好地實(shí)施素質(zhì)教育。2.體裁教學(xué)法的不足。（1）體裁的規(guī)約性可能會(huì)導(dǎo)致教學(xué)活動(dòng)具有“規(guī)定主義”色彩（prescriptivism），學(xué)生的寫作實(shí)踐出現(xiàn)“千文一面”的局面。（2）“體裁教學(xué)法”可能使課堂教學(xué)出現(xiàn)以語篇為中心的傾向，教師容易偏重對(duì)語篇的描述和復(fù)制，而忽視創(chuàng)造性的語言操練活動(dòng)。（3）體裁的種類十分繁雜，課堂教學(xué)難以窮盡學(xué)生將來生活中可能遇到的所有體裁，故“體裁教學(xué)法”在寫作課和閱讀課教學(xué)中存在一定的局限性。體裁教學(xué)法仍處于一種探索階段，但實(shí)踐證明它是提高語言教學(xué)的有效途徑。但體裁教學(xué)法也有一定的不足，其強(qiáng)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(xué)生的想象力和創(chuàng)造力。所以運(yùn)用體裁教學(xué)法時(shí)，要根據(jù)實(shí)際情況，設(shè)計(jì)出可操作性強(qiáng)的步驟和環(huán)節(jié)，引導(dǎo)學(xué)生認(rèn)識(shí)各種體裁的構(gòu)建方式和語篇特點(diǎn)，使學(xué)生能夠創(chuàng)作出符合體裁慣例的語篇，提高他們的語言運(yùn)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