Systemic Functional Text Analysis Model And Teaching Of English Listening

Text analysis is a new discipline in modern linguistics. It develops rapidly and becomes an important research field in linguistics and also becomes a subject concerned in and abroad. Text analysis belongs to text linguistics. It concerns the process of encoding and decoding the text, and the process is dynamic not static, and also the communication and cooperation between listeners or readers and speakers or writers. Text analysis tries to describe or interpret the language phenomena that the traditional language research method neglects or hard to explain and broadens the linguistic research field. The theory and research fruit of text analysis bring the new angle of view into the Second Language Teaching especially teaching of English listening.In the recent 20 years, the priority has been focused on listening and speaking in Second Language Acquisition, and listening has been attached more and more importance. It is estimated that 65% of information is from speaking and listening communication. The aim to learn a language is to communicate and the aim of English teaching is to cultivate the students' communicative ability. Listening comprehension, as an important way of language communication, plays a crucial role in English teaching.However, the framework of Second Language Listening Acquisition is far from perfection. It needs to be improved from theory, nature and practice pattern. In the present college English teaching, listening comparatively has been a weak link. Listening comprehension is influenced by linguistic and non-linguistic factors of target language and source language. Traditional teaching of listening only stays on the sentence level. It pays much attention to language forms, such as pronunciation, words and grammar, ect, and neglects meaning conformity which takes text as the center.The process of listening is a communicative process, in which listeners try to comprehend the text in the context. The object of listening comprehension is the text instead of the isolated sentences and words. Text is the carrier of conveying information. So listeners should comprehend the meaning of the listening materials on the text level, not on the word or sentence level. If text analysis knowledge is applied into teaching of English listening, it can stimulate the students' activeness and improve teaching quality and compensate for the weakness of traditional teaching method.Halliday's Systemic Functional Grammar is a very operational and practical text analysis theory. He definitely points out that the aim of constructing SFG is-to provide a theoretical framework for text analysis. This framework can analyze any oral or written text. Huang Guowen indicates that SFG is a more practical theory for text analysis than others. We can use this theory alone as the guidance in text analysis. But in the current situation, many text analysts in China are the supporters and appliers of Halliday's theory. It is a pity that few people use SFG as the theory guidance for text analysis(Huang Guowen, 2001).The comprehension of text depends on integrative meaning conformity of many textual elements, and it is multi-dimensional and dynamic, including context of culture, context of situation, co-text, text, semantics, and language use. When analyzing a text, we can use context of culture(register: schematic structure, realizational structure)—context of situation(register: field, tenor and mode)—text, semantics(metafunction: ideational, interpersonal, textual metafunction(thematic structure, information structure and cohesive system))—language use(lexicon-grammar-phonology/grapheme)(Huang Guowen, 2001).Based on Systemic Functional Grammar, the thesis adopts semantic law, including nonstructure and structure cohesion, such as mood, transitivity, thematic structure, thematic progression, lexical cohesion and phonological cohesion as the theoretical guidance and analyzes the TEM4 listening texts and reportorial texts and proves multi-dimension cohesion plays an important role in listening comprehension so as to further perfect second language listening acquisition theory framework and listening teaching pattern. The thesis classified, induced and analyzed the linguistic and non-linguistic barriers which influence different levels' English majors listening comprehension in TEM4, Model TEM4 and listening course in Northeast Forestry University, especially did a systemic research on semantic deviation due to the loss of sounds and misunderstanding of sounds. Furthermore, an empirical English listening teaching pattern based on text analysis was performed. The thesis discusses how to help the students overcome the barriers influencing their improvement of listening ability; especially the conformity between sounds and meaning and how to cultivate the students actively construct the text meaning and how to help them improve listening ability from language acquisition psychology, the whole text meaning and cognitive ability so as to improve teaching quality.