语篇修辞教学法：大学英语面授课和疫情期间网络实时课教学的定性研究
The Instructional Approach to Textual Rhetoric: A Qualitative Study of Face-to-Face Classroom Instruction and On-Line Learning in Real Time amid the NCV Pandemic for the Course of College English

DOI: 10.12677/AE.2021.112060, PP. 372-389

Keywords: 语篇修辞教学法，语篇的六个方面，语篇模式，语言应用能力，大学英语面授课和疫情期间网络实时互动课教学
Instructional Approach to Textual Rhetoric, The Six Aspects of Text, Textual Patterns, Abilities to Use Language, Face-to-Face Classroom Instruction and Interactive On-Line Learning in Real Time amid the NCV Pandemic for the Course of College English

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Abstract:

提高语言应用能力需要认知和能设计，更需要能实施有效的教学方法。根据知识是能力的组成部分和语篇模式是语言的应用规律观，习得语篇模式可培养语言的应用能力。语篇修辞从语篇模式视角研究语言的应用规律，在特定的语篇语境中具化为语篇的语义模式和语形模式，语义和语形模式在特定的语篇中由后文是前文的语义延伸、主位推进模式等手段表征(下简称语篇模式的表征手段)。为培养学生的语言应用能力，大学英语第一学年教学设计从语篇的六个方面围绕辨识、分析、总结和应用语篇模式的表征手段施教。在教室面授课和新冠病爆发下的网络实时互动课教授大学英语课程，以定性为主的最新实证研究表明：这样设计的语篇修辞教学法围绕和使用语篇模式知识施教，强化方法意识和结果意识，具有系统的“谋定”和据此师生合力的有效“后动”，有助于培养学生的语言应用能力。
It is vital not only to raise the awareness of and to be able to design, but also, more importantly, to use effective teaching and learning methods to improve the learner’s abilities to use language. With the structure of a domain of knowledge as a component of human cognitive competence, and patterns of discourse as rules of language use, it is assumed that the teaching and learning process with discourse patterns as the core knowledge contributes to the development of abilities to use language. As an approach to studying rules of language use through discourse patterns or textual patterns, textual rhetoric, in specific contexts of discourse, is embodied as textual patterns of meaning and form which are represented by devices for rules of language use, such as use of prospective and retrospective elements at any language level and thematical progressive patterns (the representative devices of textual patterns, hereafter for short). In order to facilitate the development of students’ abilities to use language, this study was designed for them to identify, analyze, summarize and apply representative devices of textual patterns throughout the one-year freshman course of College English. The most recent qualitative study from September 2019 to June 2020 amid the COVID-19 pandemic in face-to-face classroom instruction and interactive online learning setting in real time for the course of College English indicates that the instructional approach to textual rhetoric, designed this way, is aimed to facilitate learners’ acquisition and application of discourse patterns, and to heighten learners’ consciousness of methods and results, which features the integration of the systematic curricular design and the effective implementation of the well-planned teaching and learning procedures, thus conducive to cultivating the learner’s abilities to use language.

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