语文教学视角下的文学语言分析策略

Literary Language Analysis Strategies:Perspectives of Chinese Language Teaching

语言分析是文本解读的基础,也是发展学生语文核心素养的重要途径。语文教学视角下的文学语言,具有支持学生理解作品之意、欣赏文本之美和学习语用之道等重要功能。据此,文学语言分析要经历“因言求意”“审言析美”“觅言为用”等过程:“因言求意”是把文学语言作为意指符号来分析,重在大语境性之下把握文学语言的表现意义并关注文学文本的语意空白;“审言析美”是把文学语言作为审美客体来分析,重在揭示文学语言“自指”“曲指”“虚指”等审美特性的表征和效果;“觅言为用”是把文学语言作为语用范例来分析,重在针对学生语言表达趋同、不得体、不规范等实际问题,发现并实现文学语言的语用指导价值。三者因文学语言的特性和学生的学习需要而存在密切联系。在教学实践中,教师的语言分析具有灵活性,既可从不同维度多次进入同一文本,也可在一次文本阅读中同时关注多个维度。

Linguistic analysis is fundamental to text interpretation and instrumental for students to develop and improve core competencies in language and literacy.When it comes to Chinese language instruction,literary language analysis may contribute to students’comprehension of literary work,appreciation of the beauty of the texts,and creative uses of the Chinese language.Literary language analysis thus contains three major processes or activities,namely seeking meaning through words,analyzing the beauty of words,and searching for the use of words.Seeking meaning through words is to take literary language as a signifi er in the analysis,focusing on the expressiveness of literary language in the macro context as well as the semantic gaps of the literary texts.Analyzing the beauty of words is to examine literary language as an aesthetic object with the purpose to reveal the aesthetic features of literary language such as self-reference,curved reference and false reference.Searching for the use of words is to use literary language as a pragmatic model to solve students’Chinese language problems such as convergence,inappropriateness,and irregularities.The three processes or activities are distinct yet closely interrelated.In teaching practice,Chinese language teachers should be fl exible to adopt suitable pedagogies to dissect the texts and their multi-dimensional meaning-making.