文章以共选理论为框架,参照扩展意义单位的工作模型,提取国外三部宣称凸显短语教学理念的英语教材元语言中“词汇”用语的局部语境,探讨该类词与其周边词语所形成的词汇、语法和语义等多层面的共选范式,从而构建体现短语教学理念的教材元语言序列的意义模式,并进一步揭示短语教学中要凸显的知识层面以及设计该类练习要凸显的认知要求层面。研究的特色在于将原本用于词项研究的共选分析机制拓展至教材元语言序列的典型范式探究,以频数驱动和语义模式归纳的方法来诠释教材元语言序列反复传递的意义和教学理念,从而廓清英语短语教学应该教什么以及如何教等问题。
The present paper, within the framework of co-selection theory, sets out to uncover features of phrase teaching design in three phrase-centered English textbooks by analyzing the meta-linguistic sequences in the textbooks. By applying the working model of extended units of meaning to analyzing the co-text of the “word” type words, the study works out the meaningful patterns of the meta-linguistic sequences in the textbooks which either highlight the four aspects of phrase knowledge or represent the two levels of cognitive demands on phrase exercises. Significance of the present research lies in the fact that the descriptive mechanism of co-selection analysis manifests itself as a powerful way to uncover features of a specific pedagogic approach embedded in English textbooks by retrieving recurrent patterns of meta-linguistic sequences.
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