首页 -> 2007年第11期

语态转换在英语写作教学中的认知维度

作者：吴迎春

　　2.避免使用弱势动词做被动语态的谓语｡之所以这样,是因为被动结构的主语已经把全部动作都表示出来,而谓语动词的作用只是起到完整句子形态的作用,弱化了被动结构的功能｡试比较下面这两句,宜用后者:
　　[9a]A survey of this region was made in 1980.
　　[9b]This region was surveyed in 1980.
　　He also brought back evidence that the ship broke apart not when she hit bottom,as he had thought when viewing the first Titanic images last September,but as she sank｡
　　3.同位语结构中,不宜采取被动结构语句,否则容易破坏信息辨识的认知链｡如:The evidence was brought back in a few days by the postman that the ship broke apart not when she hit bottom,as he had thought when viewing the first Titanic images last September,but as she sank｡此句可以修改为,也许更合适:He also brought back evidence that the ship broke apart not when she hit bottom,as he had thought when viewing the first Titanic images last September,but as she sank.
　　
　　四､结语
　　
　　英语写作中的语态转换,主要就是认知视角的差异｡英语从受事的角度来观察被动的形式与功能,而汉语则从非受事的视角出发｡产生这种差异的根本原因是主动与被动结构所反映的话语参与者的特定认知这一主观性结构,话语者选择了不同的策略来传递信息｡在写作教学过程中,教师不仅注重学生语法层面的提高,更要从认知维度分析学生的语病现象,进而采取相应的措施加深学生对两种语言的认知,尽量避免英语写作的“汉语腔”,实现作者意图的准确､流畅的传递｡
　　
　　参考文献
　　[1] 侯维瑞.英语语体.上海:上海外语教学出版社,1988.78.
　　[2] 王力.中国语法理论.山东:山东教育出版社,1984.136.
　　[3] 申小龙.中国句型文化.吉林:东北师范大学出版社,1988.232.(责任编辑 孙海燕)
　　

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