體驗區
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| 篇名 |
應用言說分析於敘事文本閱讀教學之探究
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| 並列篇名 |
The Exploration of Applying Discourse Analysis in Narrative Texts Reading Instruction
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| 作者 |
簡良平(Liang-Ping Jian)
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| 中文摘要 |
本文探討言說分析（discourse analysis）特質及其如何應用於敘事文本閱讀教學。「言說」即某個社會情境中，人們使用語言（language）的情形，言說分析即探究語言於社會中被使用情形。言說分析有三種取徑：形式分析、功能分析、言說之社會實踐力分析。閱讀時，讀者應用言說分析與閱讀理解策略，完成閱讀之心智活動。言說分析與文本分析（text analysis）緊密相關，教學者指導學生應用巨觀結構與微觀結構的言說分析，依循文體結構、語法與語義分析策略於理解敘事文本－歷程（narrative text-processing），釐清文本脈絡如何影響意義，最終由讀者歸納文本意義及寫出摘要。言說分析常被應用於多文本賞析，比較分析不同文本的遣詞用字、文法修辭、句型組織，歸納整理為特殊類型。基於分析跨文本言說形式與功能易使學生感受學習艱深而缺乏動機，建議以意義為核心，規劃實用的讀寫活動以提升學生閱讀素養。
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| 英文摘要 |
The purpose of this paper is to clear up the features of discourse analysis and to explore how the teachers can apply them in narrative texts reading instruction. The simple definition of discourse includes who spoke to whom and for what goals, and how they spoke in the context, and what the effect of the speech. The goals of Discourse Analysis (DA) are to analyze contents and meanings of the spoken or written discourse. There are three approaches of DA. They are formal analysis, functional analysis, and the analysis that are the forces and influences of the discourse. When the readers read, their abilities of language usage, discourse analysis, and reading comprehension strategies would all generate and interact each other as mental activities in the process of reading simultaneously. According the particularity of DA and the complexion of the relationship with the reading comprehension are just like two sides of one body, and the reading teachers can apply the features of DA in the three stages of reading instruction: before the reading, during the reading, and after the reading. The act of DA can’t be independent from text analysis. The reading teachers can guild the students to take macro-structure and micro-structure of DA and text analysis with narrative structure and grammar and semantic analysis strategies to read and understand the meaning of the narrative texts, to find the events how were produced from the context, and finally to summarize the core meaning by the reading activities. If the teachers encourage the students to compare and evaluate the literary, rhetoric, grammars across texts and to discover the rules and orders of discourse, they would need to make lively activities for the students to avoid the feelings of learning language bored.
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| 頁次 |
165-192
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| 關鍵詞 |
言說
、言說分析
、敘事文本閱讀教學
、discourse
、discourse analysis
、narrative text reading instruction
、TSSCI
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| 卷期 |
23:1
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| 日期 |
202001
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| 刊名 |
課程與教學
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| 出版單位 |
中華民國課程與教學學會
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| DOI |
10.6384/CIQ.202001_23(1).0007
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