中学英语教学中“形式与意义”的整合策略

On Integration Strategy of "Form and Meaning" in Middle School English Teaching

中学英语教学面临形式与意义的矛盾,出现功能主义和形式主义两个教学流派,但两种范式都未达到预想目的。前者困境是难以创建足量的、真实的、可理解的英语交流任务,误认为学习者能在功能性语言活动中附带性习得语言形式,并能将零散的语言点组成有序的形式系统;后者困境是忽视英语的互动本质,误认为掌握语言形式的过程中可附带性生成语言能力。虽然两种流派的困境不同,但问题实质都是形式与意义的有效转换问题。为了学习者获得形式与意义的有效转换机制,中学英语教学应优化两者的整合路径:理解单个英语形式携带的语言、语用和教育的三维意义,形成意义复合体;设计三维意义驱动的英语活动,促进中介语思维、英语思维和语感的转换;建构"以意义为联结"的语言形式系统。

Middle school English teaching faces the contradiction between form and meaning,and there are two schools of teaching,namely,functionalism and formalism,but neither of the two paradigms has achieved the intended purpose. The dilemma of the former is difficult to create enough,real,understandable English communication tasks,and it mistakenly argues that learners can acquire language form from functional language activities,and can constitute scattered language points to orderly form system; the dilemma of the latter is to ignore the interactive nature of English,and mistakenly believe that language competence can be acquired in the process of mastering the language form. Although the dilemma of the two schools is different,the essence of the problem is the effective conversion of form and meaning. To develop the effective transformation mechanism of form and meaning,the integration path of them should be optimized in middle school English teaching. First,learners should understand the three-dimensional meaning of language,pragmatics and education of a single English language form,to constitute a meaning complex. Second,teachers should design English activities driven by three dimensional meaning,to promote the transformation of interlanguage thinking,English thinking and language sense. Third,teacher should help learners construct a system of language forms with meaning as a link.