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[摘要]预设也叫“先设”或者“前提”。本文从逻辑和意义角度,结合听力测试题目,探索了预设给英语听力教学所带来的启示:预设知识有助于学生更加准确地理解和分析听力内容,增强学生的语言推理能力,从而提高学生的听力水平。
[关键词]预设 预设理论 听力教学 启示
[中图分类号]H319[文献标识码]A[文章编号]1009-5349(2011)06-0202-01
一、预设与意义
在语言学中,预设通常是指说话者(speaker)在说出某个特定句子时所进行的假设,即使说话者话语(utterance)适宜所必须满足的条件。大多数语言学家认为可将预设划分为语义预设(semantic presupposition)和语用预设(pragmatic presupposition)。
二、预设理论对英语听力教学的启示
每一段听力理解都是一个发展框架,这个框架是发话者根据预设而建立起来的,当然这个预设将他的信息以隐含的方式表达为预设命题,再由话语体现出来。例如:在听力原文中,有句子:“Lisa didn’t manage to developed agreeable mannerisms which can make her popular throughout her schooldays.”,相关测试题目为:Lisa didn’t try to developed agreeable mannerisms which can make her popular throughout her schooldays. (是非判断题)。用预设理论我们可以这样分析:
a.Lisa didn’t manage to developed agreeable mannerisms which can make her popular throughout her schooldays.(=p)
b.Lisa managed to developed agreeable mannerisms which can make her popular throughout her schooldays.(=NOT p)
c.Lisa tried to developed agreeable mannerisms which can make her popular throughout her schooldays.(=q)
这样,我们可以通过听力原文推导出预设c(=q)。可见,预设和是非判断题内容相反。那么,我们就可以认定,判断题的答案为“F”=(False)。
在听力理解的过程中,要有的放矢地推理和猜测,发掘说话人针对某一成分的态度和意图,这样才能深入到出题人的预设命题中,理解听力内容,领悟言外之意,正确解题。例如:
M: I really can’t stand the way David controls the conversation all the time. If he is going to be at your Christmas party, I just won’t come.
W: I’m sorry you feel that way, but my mother insists that he come.
Q: What does the woman imply? (2010年6月全国大学英语四级考试听力部分,第16题)
在例子中,说话人M预设了“有一个人叫David的人的存在;David让说话人M无法忍受;如果David参加圣诞节派对,说话人M就不参加”。 这些预设信息都是从发话者M发出的。听到说话人W的回答可以预设“他们都认识David这个人,并且说话人W的妈妈坚持邀请David参加圣诞派对”。获得对话信息后可进一步推断,如“圣诞节要举行一个派对,说话人W负责邀请人员参与,David也会被邀请去那个派对”。这样,就可以轻松从A.She will meet the man halfway.B.She will ask David to talk less.C.She is sorry the man will not come.D.She has to invite David to the party.中选出正确的答案。另外,根据题目选项所提供的预设信息,可以在听对话之前推测所提问的问题,进一步锁定正确答案的范围和方向。例如:
W: Serena,could you join me for supper at Christmas?
M: You treated me last Christmas.For this time,it’s my turn. Shall we try something Chinese?
Q: What do we learn from the conversation? ________
A.The man and Serena are both anxious to try Chinese food.
B.The man and Serena are likely to have supper at Christmas.
C.The man will treat Serena to dinner at Christmas.
D.Serena refused to have dinner with the man.
A,B,C,D四个选项预设了Serena和the man的存在。A,B,C预设了“将要发生用餐事件”。D选项中的“refused to have dinner”预设了双方不一起用餐。A,B,C,D四个选项预设了本题目的焦点是“是否将要一起用餐”。而“have dinner/supper,try Chinese food,treat Serena to dinner”等预设了谈话的主题。其中,C选项和B选项所描述的情况是一致的,即如果C选项是正确的(男士在圣诞节请瑟瑞娜吃饭),那么B选项也是正确的(男士和瑟瑞娜将在圣诞节共进晚餐),鉴于本题是单选题,便可以轻松排除C选项。与此同时,B选项和D选项所表达的意思完全相反。尽管我们不能通过对于预设信息的分析得出正确答案,但我们已经总结出该对话的焦点以及相关词汇,为听力检测以及选择正确答案做好了充分准备。
可见,听力能力提高并不仅仅依靠单纯地反复练习来完成,还需要有相当的语言推理能力。因此,作为教师要有意识地给学生讲授一些常见的预设类型,并结合听力材料实际运用,提高学生对预设的敏感度,增强学生自身的语言推理能力,进而提高英语听力水平。
[关键词]预设 预设理论 听力教学 启示
[中图分类号]H319[文献标识码]A[文章编号]1009-5349(2011)06-0202-01
一、预设与意义
在语言学中,预设通常是指说话者(speaker)在说出某个特定句子时所进行的假设,即使说话者话语(utterance)适宜所必须满足的条件。大多数语言学家认为可将预设划分为语义预设(semantic presupposition)和语用预设(pragmatic presupposition)。
二、预设理论对英语听力教学的启示
每一段听力理解都是一个发展框架,这个框架是发话者根据预设而建立起来的,当然这个预设将他的信息以隐含的方式表达为预设命题,再由话语体现出来。例如:在听力原文中,有句子:“Lisa didn’t manage to developed agreeable mannerisms which can make her popular throughout her schooldays.”,相关测试题目为:Lisa didn’t try to developed agreeable mannerisms which can make her popular throughout her schooldays. (是非判断题)。用预设理论我们可以这样分析:
a.Lisa didn’t manage to developed agreeable mannerisms which can make her popular throughout her schooldays.(=p)
b.Lisa managed to developed agreeable mannerisms which can make her popular throughout her schooldays.(=NOT p)
c.Lisa tried to developed agreeable mannerisms which can make her popular throughout her schooldays.(=q)
这样,我们可以通过听力原文推导出预设c(=q)。可见,预设和是非判断题内容相反。那么,我们就可以认定,判断题的答案为“F”=(False)。
在听力理解的过程中,要有的放矢地推理和猜测,发掘说话人针对某一成分的态度和意图,这样才能深入到出题人的预设命题中,理解听力内容,领悟言外之意,正确解题。例如:
M: I really can’t stand the way David controls the conversation all the time. If he is going to be at your Christmas party, I just won’t come.
W: I’m sorry you feel that way, but my mother insists that he come.
Q: What does the woman imply? (2010年6月全国大学英语四级考试听力部分,第16题)
在例子中,说话人M预设了“有一个人叫David的人的存在;David让说话人M无法忍受;如果David参加圣诞节派对,说话人M就不参加”。 这些预设信息都是从发话者M发出的。听到说话人W的回答可以预设“他们都认识David这个人,并且说话人W的妈妈坚持邀请David参加圣诞派对”。获得对话信息后可进一步推断,如“圣诞节要举行一个派对,说话人W负责邀请人员参与,David也会被邀请去那个派对”。这样,就可以轻松从A.She will meet the man halfway.B.She will ask David to talk less.C.She is sorry the man will not come.D.She has to invite David to the party.中选出正确的答案。另外,根据题目选项所提供的预设信息,可以在听对话之前推测所提问的问题,进一步锁定正确答案的范围和方向。例如:
W: Serena,could you join me for supper at Christmas?
M: You treated me last Christmas.For this time,it’s my turn. Shall we try something Chinese?
Q: What do we learn from the conversation? ________
A.The man and Serena are both anxious to try Chinese food.
B.The man and Serena are likely to have supper at Christmas.
C.The man will treat Serena to dinner at Christmas.
D.Serena refused to have dinner with the man.
A,B,C,D四个选项预设了Serena和the man的存在。A,B,C预设了“将要发生用餐事件”。D选项中的“refused to have dinner”预设了双方不一起用餐。A,B,C,D四个选项预设了本题目的焦点是“是否将要一起用餐”。而“have dinner/supper,try Chinese food,treat Serena to dinner”等预设了谈话的主题。其中,C选项和B选项所描述的情况是一致的,即如果C选项是正确的(男士在圣诞节请瑟瑞娜吃饭),那么B选项也是正确的(男士和瑟瑞娜将在圣诞节共进晚餐),鉴于本题是单选题,便可以轻松排除C选项。与此同时,B选项和D选项所表达的意思完全相反。尽管我们不能通过对于预设信息的分析得出正确答案,但我们已经总结出该对话的焦点以及相关词汇,为听力检测以及选择正确答案做好了充分准备。
可见,听力能力提高并不仅仅依靠单纯地反复练习来完成,还需要有相当的语言推理能力。因此,作为教师要有意识地给学生讲授一些常见的预设类型,并结合听力材料实际运用,提高学生对预设的敏感度,增强学生自身的语言推理能力,进而提高英语听力水平。