Ａｎ Ａｐｐｌｉｃａｔｉｏｎ?。铮妗埃樱簦铮颍。牵颍幔恚恚幔颉薄。椋睢 埃校椋悖簦酰颍澹祝颍椋簦椋睿纭保铮妗。危停牛浴。茫铮恚穑铮螅椋簦椋铮?/h1>
2009-08-25 09:38:02莫穎
中學(xué)教學(xué)參考·語(yǔ)英版 2009年6期
莫 穎
In National Matriculation English Test(NMET), compo-sition is an important part in “Paper Two”, which comprises “picture-writing”, a commonly seen genre. The purpose of this paper, baesd on the analysis of NMET samples, is to ex-plore an application of “story grammar” concerning psy-cholinguistic in “picture-writing” of NMET composition.
1.“Story grammar” approach in Narrative Dis-course Processing
(1)story grammar
A story grammar is a schema memory that identifies the typical planning of an event in a story. “Story grammar” re-gards an integrated narration as comprising setting, event, re-sponse, goal, attempt, outcome, ending like chunks in an episode, which offer somewhat ideal components in organiz-ing a narrative framework:
setting(S)—event(E)—response(R)—goal(G)—attempt(A)—outcome(O)—ending(N).
(2)simple story and embedded story
Carroll found that the story grammar approach places emphasis on the concept of an episode. The simple episode has separate chunks for readers to recall and summarize. But an embedded story presents readers with more complicated states embedded in other states, thus story writers leave lower levels for recalling.
Both of the story genres can be analyzed by a story grammar, so can “picture-writing” in NMET composition.
2.Method
Below is an example of “picture-writing” .
(2005 Guangdong paper) Michael是一名美國(guó)中學(xué)生,在學(xué)校里選修漢語(yǔ)。他利用暑假到中國(guó)進(jìn)修,希望進(jìn)一步了解中國(guó)文化。有一天,他看到下面有關(guān)成語(yǔ)的漫畫(huà),不大明白其中的意思。請(qǐng)你用英語(yǔ)把漫畫(huà)所表達(dá)的故事和寓意寫(xiě)成一段短文,向他解釋。
注意:1.詞數(shù):在80—120詞之間;
2.參考詞匯:bump into(撞上), hoe(鋤頭)
3.Results
The analysis indicates that the four pictures tell a fa-mous Chinese idiom story “Trust to chance and windfalls” consistent with “story grammar” mode. How the simple story is analyzed by a story grammar is shown below:
1.Once upon a time, there was a farmer.(S)
2.He worked hard in the field every day.(E)
3.One day, he was ploughing in the field and he heard a sound.(E)
4.He saw a rabbit lying by the trump.(R)
5.He picked it up.(O)
6.He decided not to work that hard.(G)
7.He threw away the hoe.(A)
8.He lay by the tree for more rabbits to come.(A)
9.He realized the foolishness and returned to his field.(O)
10.All the crops were dead.(N)
It shows that the length of the discourse and the sen-tence structures do not influence the application of a story grammar. Grammatically, a complete sentence serves as“chunk” in an episode,the processes such as setting,goal,attempt can appear irregularly one or more times in a story. A “chunk” may include more than one plot. It seems easier to imply the storys setting, event, outcome and ending than its attempts,goals and response.
“Story grammar” is an effective approach in framing ei-ther a“simple story”or an“embedded story” of“picture writ-ing”in NMET composition. The analysis of some NMET papers and their possible versions could suggest that with the guidance of“S-E-R-G-A-O-N”mode and other story grammar rules plus the method of“fluency to accuracy”,it is probable to write a standard NMET task-based composition,which may benefit the NMET researchers and many NMET participants.However,we need to discover how other forms of picture-writing is organized and the solution to teach stu-dents the“story grammar” approach in success of promoting NMET writing techniques.
(責(zé)編 周侯辰 黃 曉)
猜你喜歡
Adult bees teach their babies how to dance教學(xué)考試(高考英語(yǔ))(2024年1期)2024-04-26 03:09:38 騎行吧，Liam！教學(xué)考試(高考英語(yǔ))(2023年6期)2023-03-22 20:28:49 美好寓意品芝麻保健醫(yī)苑(2022年5期)2022-06-10 07:47:34 盛放的寓意詩(shī)選刊(2021年1期)2021-01-04 04:16:12 《綠野仙蹤》中隱含的顛覆性寓意英語(yǔ)文摘(2020年1期)2020-08-13 07:25:54 繞轉(zhuǎn)小舌頭少年文藝·開(kāi)心閱讀作文(2019年10期)2019-11-16 08:48:17 模仿老鷹的烏鴉學(xué)生天地·小學(xué)低年級(jí)版(2018年12期)2018-01-15 11:33:56 閱讀訓(xùn)練一新高考·高三英語(yǔ)(2013年1期)2013-05-23 09:25:56 《Life of π》OOHOPE動(dòng)漫潮流志(2013年7期)2013-04-29 15:11:12 新目標(biāo)英語(yǔ)八年級(jí)（上）閱讀理解專項(xiàng)測(cè)試中學(xué)生英語(yǔ)·外語(yǔ)教學(xué)與研究(2008年10期)2008-12-15 05:07:36
莫 穎
In National Matriculation English Test(NMET), compo-sition is an important part in “Paper Two”, which comprises “picture-writing”, a commonly seen genre. The purpose of this paper, baesd on the analysis of NMET samples, is to ex-plore an application of “story grammar” concerning psy-cholinguistic in “picture-writing” of NMET composition.
1.“Story grammar” approach in Narrative Dis-course Processing
(1)story grammar
A story grammar is a schema memory that identifies the typical planning of an event in a story. “Story grammar” re-gards an integrated narration as comprising setting, event, re-sponse, goal, attempt, outcome, ending like chunks in an episode, which offer somewhat ideal components in organiz-ing a narrative framework:
setting(S)—event(E)—response(R)—goal(G)—attempt(A)—outcome(O)—ending(N).
(2)simple story and embedded story
Carroll found that the story grammar approach places emphasis on the concept of an episode. The simple episode has separate chunks for readers to recall and summarize. But an embedded story presents readers with more complicated states embedded in other states, thus story writers leave lower levels for recalling.
Both of the story genres can be analyzed by a story grammar, so can “picture-writing” in NMET composition.
2.Method
Below is an example of “picture-writing” .
(2005 Guangdong paper) Michael是一名美國(guó)中學(xué)生,在學(xué)校里選修漢語(yǔ)。他利用暑假到中國(guó)進(jìn)修,希望進(jìn)一步了解中國(guó)文化。有一天,他看到下面有關(guān)成語(yǔ)的漫畫(huà),不大明白其中的意思。請(qǐng)你用英語(yǔ)把漫畫(huà)所表達(dá)的故事和寓意寫(xiě)成一段短文,向他解釋。
注意:1.詞數(shù):在80—120詞之間;
2.參考詞匯:bump into(撞上), hoe(鋤頭)
3.Results
The analysis indicates that the four pictures tell a fa-mous Chinese idiom story “Trust to chance and windfalls” consistent with “story grammar” mode. How the simple story is analyzed by a story grammar is shown below:
1.Once upon a time, there was a farmer.(S)
2.He worked hard in the field every day.(E)
3.One day, he was ploughing in the field and he heard a sound.(E)
4.He saw a rabbit lying by the trump.(R)
5.He picked it up.(O)
6.He decided not to work that hard.(G)
7.He threw away the hoe.(A)
8.He lay by the tree for more rabbits to come.(A)
9.He realized the foolishness and returned to his field.(O)
10.All the crops were dead.(N)
It shows that the length of the discourse and the sen-tence structures do not influence the application of a story grammar. Grammatically, a complete sentence serves as“chunk” in an episode,the processes such as setting,goal,attempt can appear irregularly one or more times in a story. A “chunk” may include more than one plot. It seems easier to imply the storys setting, event, outcome and ending than its attempts,goals and response.
“Story grammar” is an effective approach in framing ei-ther a“simple story”or an“embedded story” of“picture writ-ing”in NMET composition. The analysis of some NMET papers and their possible versions could suggest that with the guidance of“S-E-R-G-A-O-N”mode and other story grammar rules plus the method of“fluency to accuracy”,it is probable to write a standard NMET task-based composition,which may benefit the NMET researchers and many NMET participants.However,we need to discover how other forms of picture-writing is organized and the solution to teach stu-dents the“story grammar” approach in success of promoting NMET writing techniques.
(責(zé)編 周侯辰 黃 曉)
猜你喜歡
教學(xué)考試(高考英語(yǔ))(2024年1期)2024-04-26 03:09:38
教學(xué)考試(高考英語(yǔ))(2023年6期)2023-03-22 20:28:49
保健醫(yī)苑(2022年5期)2022-06-10 07:47:34
詩(shī)選刊(2021年1期)2021-01-04 04:16:12
英語(yǔ)文摘(2020年1期)2020-08-13 07:25:54
少年文藝·開(kāi)心閱讀作文(2019年10期)2019-11-16 08:48:17
學(xué)生天地·小學(xué)低年級(jí)版(2018年12期)2018-01-15 11:33:56
新高考·高三英語(yǔ)(2013年1期)2013-05-23 09:25:56
OOHOPE動(dòng)漫潮流志(2013年7期)2013-04-29 15:11:12
中學(xué)生英語(yǔ)·外語(yǔ)教學(xué)與研究(2008年10期)2008-12-15 05:07:36
