Research On Chinese Reading Teaching From The Perspective Of Text Studies

In the period around 2011,the teaching of Chinese reading in our country started to shift to pragmatics.However,although the existing theory and practice are effective,they are not up to expectations.There are two independent branches in the spectrum of functional linguistics:pragmatics and text linguistics,and they are significantly correlated.By reviewing the teaching of reading from the perspective of text linguistics,we may find a new breakthrough of the shift to pragmatics.Therefore,a new discipline—text linguistics is introduced to enrich the basic subject knowledge of Chinese language,and provide a feasible path for in-depth reform and innovation of Chinese reading teaching of our country.The theory system of text linguistics includes plenty of elements.Theories of schema,classification and analysis of texts are of great value in practice guidance,and they provide a new knowledge basis for the transition to pragmatics in reading teaching.To study the teaching of Chinese reading,we must first study the essence of Chinese reading teaching.To study the essence of Chinese reading teaching,we must first explore the nature of Chinese curriculum.It is believed that the nature of Chinese language courses is not a pseudo-proposition.Though there exist theory of tool,theory of humanity,theory of unity and theory of parole,none of these reveals the essential characteristics of Chinese language courses.The nature of Chinese curriculum can be abstracted as discourse experience.The connotation of the theory of discourse experience is that a language course is the one in which students,as the main part of the activity,carry out discourse practice while keeping on interacting with the teaching environment so as to obtain discourse experience.The theory of discourse experience inherently defines the nature of Chinese language courses—discourse practice.In view of the fact that teaching of reading mainly relies upon written discourse—text,the nature of Chinese reading teaching can be abstracted to text decoding.The theory of text decoding consists of three propositions of progressive relationship:the media of Chinese reading teaching—texts;the objective of Chinese reading teaching—codes of texts(text codes for short);and the process of Chinese reading teaching—text decoding.For the purpose of Chinese(reading)teaching,we have long been caught in the struggle between form and content(writing and virtue).As an important branch of functional linguistics,discourse warns us,the reform of Chinese(reading)teaching should establish the function-based aim on reading teaching.The teaching of Chinese reading should be taken out from the inherent thinking mode of "one divides into two" about form and content,and we should construct a framework of language functions by means of philosophical thinking of"one divided into three" and "three return to one":ideational function(what to express),textual function(how to say),interpersonal function(what is the intentions of expression).Focusing on the three functions of language,the main purpose is to develop students'pragmatic competence.Chinese reading textbooks are mainly selection materials with comprehensive functions,but it has been difficult to meet the practical needs of students in reading,and its science nature has been questioned.Chinese reading materials are subject to transition from the anthology paradigm to discourse paradigm,and we can roughly sketched out a formula text classification system according to the different classification standards.Traditionally,there are two patterns of text interpretation;one is from the perspective of theory of literature and the other theory of articles.The common restriction of the two patterns is that it is impossible to get rid of the constraints of structuralism thinking,and the text is usually considered as a static object.Text interpretation should establish a discourse paradigm,discourse analysis and text analysis can enrich text interpretation.On the basis of discourse theory of Bakhtin,we try to construct a discourse analytical framework of Bakhtin.We introduce the Hallidy's functional discourse analysis framework,the genre analysis framework of the Sydney school,and the mode of text strategy processing.Furthermore,we also try to construct a new functional discourse analysis framework.The reading teaching should also be a breakthrough in the context of pragmatics,and the theory of discourse will provide theoretical support for the reconstruction of reading teaching methods.On the basis of discourse analytical framework of Bakhtin,we construct dialogue teaching method,we introduce functional discourse approach,genre approach and BDA approach,we also try to construction a new model of functional discourse teaching.The article selection about current Chinese textbook mainly depends on professional experience of the editor,ordering text exists subjectivity.We should strive to improve the scientific nature of article selection,and actively explore the assessment method of discourse complexity.We preliminary develop a Chinese text complexity assessment model.While approaching pragmatics,we still need to think about the following three inevitable issues.First of all,text linguistics and other basic subjects shall play to their strengths and reinforce each other in the meantime.Secondly,the research of Chinese and English text reading teaching shall advance toward the direction of "movement between yin and yang".Thirdly,for the department of Chinese language and literature of normal universities,the course of "text analysis" shall be added.