语言学及应用语言学
英语语言学及应用语言学英语语言学及应用语言学
    摘 要
     
    阅读理解一直以来都是大学英语教学最重要的内容之一， 所以近年来，以语言学的不同角度为切入点， 对英语阅读教学进行的研究不少， 也取得了很多成就。
    本文作者首先总结了过去几十年来专家学者对于阅读模式的研究及其存在的不足之处，介绍了本文基于关联理论框架的阅读理解研究思路，也就是从认知语用学的角度解释阅读理解过程。迄今为止，学术界主要以自上而下、自下而上、相互作用等阅读理论为指导，从阅读能力的结构发展、阅读技巧及策略、从语言学，心理语言学，社会语言学等角度对英语阅读过程进行了相关的研究。许多研究都指出了读者的语言知识，背景知识和推断能力对阅读理解的重要性，把提高阅读能力的重点着力于培养读者这些方面的知识。关联理论把语用学当作认知科学的一部分，是一个试图从认知角度探讨人类话语理解与交际的理论，而阅读是作者通过文本与读者交流的过程，同时阅读理解又涉及人的认知心理过程，可见，关联理论对阅读理解应该有极强的解释力。基于此，本文作者从交际（communication）， 认知环境(cognitive environment）和关联（relevance）三个方面分析了关联理论对影响阅读理解水平的解释力。由此得出结论：从关联理论角度出发， 阅读过程是一个不断寻找关联的交际过程,而对关联的寻找起决定作用的是读者的个人认知环境。如果读者的个人认知环境（文本环境，背景/百科知识，词汇知识和推理能力等）强，那么他在寻找关联的过程中，由文本产生的语境效果就会越大， 所付出的努力就会小， 可以花较少的时间找到关联，从而影响了阅读理解的能力。
    因此本文试图解决的问题是:（1）阅读的本质是什么，交际和阅读的共同之处是什么；（2） 在阅读中，读者的个人认知环境和作者的文本环境是如何去影响读者理解能力的；（3）关联的寻找是如何在读者个人认知环境的作用下达成的；（4）关联理论能否对当今的大学英语教学有所启示。
    为此， 作者对在校的大学二年级学生进行了问卷调查和测试。 根据结果发现：（1）多数学生仍然认为阅读只是一个单纯的解码过程，被动阅读是当今学生的主要阅读方式,学生缺乏有意识地运用阅读策略的意识；（2）认知环境对学生的理解能力有很大的影响；（3）学生阅读成绩的高低与以上所提及的因素有直接的关系。
    基于这个结果， 作者提出了关联理论对大学英语阅读课堂教学的启示：培养学生养成良好的阅读习惯；提出基于关联的阅读策略，指导学生在阅读过程中， 以寻找关联为主要目的，来分析、解释并推断文章作者的措词及其表达的隐含意义，达到成功理解文本的目的。
     关键词: 关联理论；阅读理解； 教学 [英文摘要]：     Synopsis
     
    Reading, one of the most important ways to get information in an information era, has long been one of the skills most emphasized in college English teaching. So in recent years, quite a lot of researches have been done from different perspectives of linguistics and relative achievements have been made in this field.
       The thesis first reviews the major studies of reading models by the experts and scholars in the past decades, finding that there are still some gaps among them. Based on this, a new way to probe reading process is set forth by the author of the thesis under the framework of relevance theory. Up to now, the mainstream theoretical framework for reading process are the following three categories: top-down reading model, bottom-up reading model and interactive reading model, which study the reading process in the structural development of reading ability and reading strategies from the perspectives of linguistics, psycholinguistics, sociolinguistics etc. Many researches point out the importance of the reader’s linguistic knowledge, background information and inference ability on reading comprehension, holding the idea of developing the reader’s such abilities so as to improve their reading comprehension. Relevance theory is a new approach to pragmatics which regards pragmatics as a part of cognitive sciences and it tries to understand human utterances and communication in a cognitive way. While reading is a process of the communication between the reader and the writer and at the same time it is a psychological process involving a reader’s cognition. Therefore, relevance theory must have had strong explanatory power for reading comprehension. So an analysis from the angles of communication, cognitive environments and relevance is made by the author to illustrate this explanatory power for reading, with a conclusion that reading process is actually a process of seeking relevance constantly. If a reader’s mastery of cognitive environments（encyclopedic/background information, lexical information and inferring ability etc）is good, he will get greater contextual effects from the material and the processing effort needed will be less, that means, the reader can spend less time finding out the relevance, thus he can improve his comprehension.
        So the questions the thesis wants to answer are as follows: (1) what is the nature of reading and the similarity between reading and communication; (2) how a reader’s cognitive environment and a writer’s contextual environment affect reading comprehension; (3) how cognitive environments affect the seeking of relevance; (4) whether there are implications of relevance theory for the teaching of college English reading.
    To fulfill these, a survey and a test are held and data analysis is made. The findings are: (1) most of the college students see reading as a simple decoding process and they lack the consciousness of employing reading strategies; (2) the great majority of the college students think cognitive environments influence their reading greatly; (3) there are connections between the students’ scores in reading and their mastery of background information and lexical information.
    Finally, the thesis points out some implications for the teaching of college English reading. It advises English teachers to combine theoretical insights and practical tools for the facilitating of reading teaching and give constructive instructions to students in helping them form good reading habits. A relevance-based strategy is also put forward to guide students in their reading, that is, whenever they are reading, they should bear in mind that a relevance should be sought to analyze, interpret and infer the diction of the words and the implied meaning, so that a successful comprehension can be reached.
     
    Key words: Relevance Theory; Reading Comprehension; Teaching