Paper Keywords: intertextuality reading teaching enlightenment Abstract: Since intertextuality was put forward, it has made great progress in the fields of criticism. Later, it was introduced into textology and more and more used in the study of discourse analysis theory and practical discourse. From the perspective of language teaching, this paper focuses on the manifestations of intertextuality in reading texts and its enlightenment to English reading teaching. ?
introduce
Reading teaching has always been valued. There are many researches on the theories and methods of English reading teaching, and they are developing constantly, but there are still some problems in English reading teaching. For example, students are familiar with the vocabulary and grammar of a sentence, but they cannot understand it in the text. Why? Intertextuality theory holds that any text is the absorption and transformation of other texts, which means that texts do not exist in isolation. Therefore, this paper intends to study college English reading teaching from the perspective of intertextuality theory and explore the enlightenment of intertextuality theory to college English reading teaching. This is of great significance to a comprehensive and profound understanding of college English reading teaching.
I. Intertextuality Theory
? Intertextuality? It was put forward by J.Kristeva, a French semioticist, in his book A Reader of Kristeva 1969, and it is one of the research hotspots in the field of literary theory and research. Intertextuality theory holds that the appearance of each text is a mosaic of quotations, and each text is an absorption and transformation of other texts? (Every text absorbs and transforms other texts.) [1]Beaugrande and Dressler introduced the concept of intertextuality into text linguistics and defined it as? The generation and acceptance of a text depends on the participants' other ways of text knowledge? . [2] Based on the theory of intertextuality analysis, this paper analyzes the intertextuality of genre, culture and media in college English reading discourse, aiming at analyzing the manifestations of intertextuality in college English discourse and its enlightenment to college English reading teaching.
Second, the enlightenment of intertextuality theory to college English reading teaching
(A) genre intertextuality
Xin Bin suggested that intertextuality be divided into? Specific? (Specific) Then what? Genre? (Universal). Concrete intertextuality refers to the intertextuality between quoted words with specific sources and unmarked quoted words. [3] Genre intertextuality refers to the blending of different genres, styles or registers in a text.
There are many genres of college English reading texts, such as argumentative, narrative, expository, novel, dramatic poem and so on. Some texts are a mixture of several genres. In the traditional teaching mode of college English reading, it is believed that the text is composed of sentences and sentences are also composed of words, so most of the time spent reading the text is spent on solving difficult words and grammar, so there is a wrong understanding that you can learn the text as long as you understand the sentences. In this way, students have a strong ability to solve individual grammar and sentences, but their overall understanding of the text, especially their appreciation of the text, such as the understanding and appreciation of the ideological content and skills of the article, cannot be improved. The understanding of reading only stays at the level of understanding literal meaning and explanation.
For example, we are studying the first lesson of New Horizon College English Book One? Learn a foreign language? At that time, it was a typical argumentative essay. In the first paragraph, the author puts forward the theme of this paper: learning a foreign language is one of the most different but rewarding experiences in my life. When students understand the author's point of view, they can't help asking themselves why the author put forward such a point of view and how did he prove it? With such questions, students will enter the main body of the article to find the answer. The author uses examples of learning experiences in different periods to advance his point of view. In the conclusion part, the author once again points to the theme and echoes it from beginning to end. This discourse pattern? Give advice? Arguing? Students reading similar texts may become intertextuality in the future. In the teaching process, teachers can analyze the characteristics of this article, which will enable students to better grasp the writing characteristics and skills of this kind of article, and then grasp the macro significance and theme of the article. Then on this basis, learn to master the collocation of vocabulary, grammar and idioms, so that students can form? See Lin Jianmu? Thinking mode.
Improving college students' awareness of genre intertextuality in English reading does not mean canceling the teaching of words, sentences and grammar, but guiding students to shift their attention from the form of language to the content and information conveyed by language. Take the text teaching method, discuss the macro meaning of a text, analyze the text structure and form some charts of some inherent text patterns of a genre, and then explain and learn the key and difficult vocabulary grammar. Finally, according to the characteristics of the text structure, summarize the text mode of a certain genre to summarize the theme and writing intention of the text, that is, adopt the text in the reading process. Words? Steps to teach the text. For example, when explaining a narrative, teachers should guide students to pay attention to the four elements of the narrative: time, place, characters and plot, and guide students to pay attention to how the story unfolds and advances, as well as the relationship between the characters and the expression of the theme. After students understand the overall structural framework and macro meaning, teachers can let students choose words that they find difficult to understand and important vocabulary grammar that teachers think needs to be explained. Finally, students can summarize the main idea of the full text according to the plot development of the story and the four elements of the narrative, and finally students can realize it? See the Woods and forests? The purpose of reading.
(2) Cultural intertextuality
Cultural intertextuality refers to the readers' related cognition, cultural customs, customs, religious beliefs and values caused by the theme of the text. These have existed in the reader's mind as schemata before reading the text. When reading this kind of text, readers can mobilize their own relevant icons to interpret the text. Halliday believes that the generation of discourse is not an isolated phenomenon, it is closely related to situational factors and factors. Cultural intertextuality means combining text analysis with specific cultural pairs to explain the text, and giving students diversified cultural input through social events and cultural contexts contained in the text. [4]
The content of college reading discourse covers a wide range, including social, cultural, folk customs, amorous feelings and other cultural knowledge. English discourse spans many disciplines and contains cultures of various countries, which determines whether students' cultural knowledge is rich or not and will promote or hinder students' reading process. In the process of reading, students need to mobilize not only their previous knowledge of vocabulary, syntax, grammar and related genres and discourse patterns, but also relevant cultural knowledge. For example, read the article in Unit 5, Volume 2 of Experiencing English for College Students? My advice to students: education county (advice to students: very important)? In the process, we will find that the article is based on? Me? In the first person's tone, there is no mention in the article? Me? Is it? Bill Gates? But as long as students know Bill Gates' personal experience and related information, they can know? Me? Is it? Bill Gates? You will understand the article more deeply, otherwise you won't be able to understand the main idea of the article. So before the teacher explains the article, that is? Read ahead? This part will discuss Bill Gates' education and life experience with students. When students have knowledge about Bill Gates, they can easily understand it by reading this article? Why did Bill Gates drop out of school to start Microsoft? His advice to students is that education is very important. At the same time, understand the central idea of the article. Another example is New College English? Food and culture? For this article, students should mobilize the relevant knowledge of Chinese and western food culture in the learning process, so as to better understand this text, that is, we should use foreign food rules and folk customs to understand and appreciate this text, instead of using China's food to understand the meaning of this text. At the same time, the study of discourse should also focus on learning western festivals and the diets of countries around the world, and adopt the way of cultural comparison between China and foreign countries. It is meaningful to use intertextuality to make students understand the literal meaning of the text and form an intertextual interpretation of the text in a specific context, thus subliming the theme.
To cultivate college students' awareness of cultural intertextuality in English reading is to grasp the contrast and overlap between English and Chinese cultures, such as? Dogs? Are given similar but different meanings in different cultures, in China? Dogs? Be considered inferior, often used in derogatory terms, such as dog legs, dogs fighting with people, etc. And in the west? Dogs? Be regarded as a loyal friend. Therefore, in teaching, teachers should pay attention to the similarities and differences between these cultures, focus on the cultural differences between English and mother tongue, extract the cultural factors of the target language, interpret the text with the norms and behaviors of the target language, evaluate the text and appreciate it. With the deepening of cultural integration, it is easier for students to cross-culture and improve their language learning ability and effect.
(C) Intertextuality of the media
Media intertextuality mainly creates intertextuality effect through various material media such as words, sounds and images, such as illustrations, prefaces, comments and animations.
In order to cultivate college students' intertextuality awareness in English reading, it is necessary to reform traditional textbooks and teaching methods. Tradition Books have their own golden houses? Become? Have your own golden house online? . Teaching materials are not only made of paper, but also need tapes, VCD discs and CDs? Learning package containing ROM and online courseware. Can help us realize the concept of intertextuality teaching materials. For example, students can make full use of paper textbooks and their rich network resources in the process of learning and experiencing English in universities. The book is illustrated with pictures, clear audio and video, and rich in network resources, which can attract students' attention, improve their interest in learning and improve their learning effect.
Third, the conclusion
In a word, reading activity is a complicated decoding process, with various factors, forms, communication and reflection. The basis of decoding comes from the knowledge of words, language, pragmatics, culture and world outlook. This paper does not intend to analyze the specific classification and characteristics of intertextuality, but tries to explain that we should pay attention to discourse intertextuality, genre intertextuality, cultural intertextuality and media intertextuality. Organizing teaching from the perspective of intertextuality can improve students' sensitivity to language and improve their language understanding ability.
References:
[1] is quoted from Denning West. Universities from the perspective of intertextuality [J]. Journal of Qiannan Teachers College, 2008, (1).
[2] Quoted from Wang Juan. Types and functions of intertextuality in sports criticism [D]. Master's degree thesis of Huazhong Normal University. 2008，(5)。
[3] Xin Bin. Pragmatic analysis of intertextuality [J]. Foreign Language Teaching 2008, (1).
[4] Xie Qiuen, Liu,. The Application of Intertextuality in English Teaching [J]. Journal of Liaoning University, 2008, (6).
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