march-布莱顿
衔接与连贯
(cohesion
and
coherence
)
衔接
语篇的有形网络
连贯
语篇的无形网络
(1)
Gettysburg Address (Abraham Lincoln)
Four score and seven years ago our fathers brought
forth
on this continent, a new nation,
conceived in Liberty, and dedicated to the
proposition that all men
are
created
equal.
Now
we
are
engaged
in
a
great
civil
war,
testing
whether
that
nation
or
any
nation so conceived and
so dedicated, can long endure. We are met on a
great battle-field of that
war. We have
come to dedicate a portion of the field, as a
final resting place for those who here
gave their lives that that nation might
live. It is altogether fitting and proper that we
should do this.
But, in a larger sense,
we can not dedicate
—
we can
not consecrate
—
we can not
hallow
—
this
ground. The brave men, living and dead,
who struggled here, have consecrated it, far above
our
poor power to add or detract. The
world will little note, nor long remember what we
say here, but
it can never forget what
they did here. It is for us the living, rather, to
be dedicated here to the
unfinished
work which they who fought here have thus far so
nobly advanced. It is rather for us to
be here dedicated to the great task
remaining before us
—
that
from these honored dead we take
increased devotion to that cause for
which they gave the last full measure of devotion
—
that we
here
highly resolve that these dead shall not have died
in vain
—
that this nation,
under God, shall
have a new birth of
freedom
—
and that
government of the people, by the people, for the
people,
shall not perish from the
earth.
语篇的衔接手段众所周知，大树是通过许许多多
众所周知，
的树叉把大大小小的枝条同树干
连接起来形成一个完美的整体。
连接起来形成一个完美的
整体。
其实语篇就好比是一棵大树——
其实语篇就好比是一棵大树——
一个条理清晰，
上下连贯（
一个条理清晰，上下连贯（语篇
特征）的整体，
特征）的整体，那么语篇是
靠什
么形成的呢？回答是靠衔接手段。
么形成的呢？回答是靠衔接手段。
衔接
“衔接”
这一概念是
Halliday
于
<
/p>
衔接”
这一概念是
Halliday
于
1962
年首
次提出的。
后来在他与
1962
年首次提出的。
后来在他与
Hasan
合著的
Cohesion
Hasan
合著的
Cohesion in
English
一书中
把衔接定义为
English
一书中把衔接定义为
“存在于篇章内部，
使之成为语
篇的意义关系”
（
Halliday&
篇的意义关系”
（
Halliday&
Hasan,
1976:4
）
。他们认为，
1976:4
）
。他们认为，
衔接是产生语篇的必要
（尽管不
足）
的条件
（
19
76
：
298-299
）
。
足）
的条件
（
1976
：
298-2
99
）
。
在他们看来，有了衔接不一定产
生语篇，但是如果没有衔接则一
定不会产生语篇。
他们
系统地将衔接分为五大
照应
（
reference
）
、
）
、
替
类：
照应
（
ref
erence
）
、
替
< br>
substitution
）
、
）
、
省略
<
/p>
代
（
substitution
）
、
省略
ellipsis
）
、
）
、
连接
<
/p>
（
ellipsis
）
< br>、
连接
conjunction
）
（
conjunction
）
< br>及词汇衔接
cohesion
）
。
（
lexical
cohesion
）
。
其中前三类属于语法手段，
其中前三类属于
语法手段，
第四类属于逻辑手段，
第四类属于逻辑手段，
最后
一类属于词汇衔接手段。
一
类属于词汇衔接手段。
是一些起信号作用的词项。
照应是一些起信号作用的词项。
它们
不能像大多数词项那样本身
可作出语义理解，
可作出语义理解，而只能通过照
应别的词
项来说明信息
1976:31
）
。
（
Halliday & Hasan,
1976:31
）
。
照应分为外照应（
exophora
）
照
应分为外照应（
exop
hora
）
和内照应（
endophora
）
。
）
。内照
和
内照应（
endophora
）
。内<
/p>
照
应又可分为下照应（或称后照应）
应又可分为下照应（或称后照应）
a
naphora
）和上
照应（
（
anaphora
）和上照应（或称
前照应）
（
）
（
cataphora
< br>）
。
前照应）
（
cataphora
）
。<
/p>
外
照应指独立于上下文之
外的词项。
内照应指意义
外的词项。
依赖于上下文的词项。
依赖
于上下文的词项。下
照应（后照应）指意义依
后照应）
赖于前述词项的词项、
赖于前述
词项的词项、上
前照应）
照应（前照应）指意义依
赖于后述词项的词项。
赖于后述词项
的词项。
Reference The snail is considered a
great delicacy. As the child grows, he learns to
be
independent. It never should have
happened. She went out and left the door open.
替代指用一个
词项去代替另一个或几个词项，
或几个词项，是词项之间的一种
代替关系。
代替关系。
英语中常用的替代词
one(s),
do,
same<
/p>
。
Halliday
和
< br>
same
。
Halliday
和
Hasan
将其分为名词
性替代
Hasan
将其分为名词性替代、动
将其分为名词性替代、
词性替代和从句性替代。
由于前
词性替代和从句性替代。
述句子或上下文使得意义明确而
省去句子的一部分称作
为省略。
它可以视为“零替代”
它可以视为“零替代”
（
Halliday & Hasan,
1976:142
）
，
1976:142
）
，省去一些上下文可
）
，省去一些上下文可
使之意义明确的成分。
使之意义明
确的成分。
Substitution Compare the new dictionary
with the old one(s). We rent a house, but
they
own
one.
A:
Black
coffee,
please.
B:
The
same
for
me.
They
do
not
buy
drinks
at
the
supermarket, but we do.
I think so. Ellipsis He prefers Dutch cheese and I
prefer Danish.
---Do
you
understand? ---Do ---I tried to. ---I
---
You haven’t told him yet.
---You ---Not yet. ---Not
连<
/p>
接是句际间意义相互联系的一种衔接手段，常用
系的一种衔接手段，
的有递进、转折
、
因
果、
的有递进、转折、因果、
时间。
时间。词义衔接是实现衔
接的又一手段。
接的又
一手段。
它是通过
词义的选择来实现的。
词义的选择来实现的。
Conjunction I told him years
ago,
but
he
won
’
t
listen.
He
was
drowned
because
he
fell
off
the
pier.
With
the
following
conjunctions in sentences or passages:
英语逻辑关系表示法
1.
先后或列举：
first,
second
…
; in
the <
/p>
先
后
或
列
举
：
second
place;
nest/then;
for
one
thing
…
for
another
…
;
furthermore/moreover/in addition/
besides;finally/last; and
等。
and
等。
2.
因果：
consequently/
as a result/
因果：
hence/ accordingly/ thus/so/therefore;
because/since/for
等。
< br>because/since/for
等。
3.
特例或举例：
in
particular; 3.
特例或举例：
specifically; for instance/ for
example; that is
/namely
等。
/namely
等。
4.
转折：
4.
转折：
But/however/yet/nevertheless; on the
contrary; on
the
other
hand;
neither
…
nor
等
。
neither
…
nor
等
。
5.
引
出
结
论
：
in
5.
引
出
结
论
：
conclusion/finally/all in all/ to sum
up
；
evidently/ clearly/
up
；
actually; of
course
等。
course
等。
6.
表示频率：
frequently/often;
表示频率：
occasionally/ now and then; day after
day; again
and again
等。
7.
表示阶段：
during; briefly; for
表示阶段：
a long
time; for many years
等。
years
等。
8.
表某一时刻：
then/ at
that
表某一时刻：
time/
in those days; last Sunday; next
Christmas; in 2005; at the beginning go
Sep; at six o
’
clock; two
months ago
等。
9.
表示开端：
at first/ in the
表示开端：
beginning;
before then; in the preceding
weeks
等。
weeks
等。
10.
表
示其间：
in the
meantime/
表示其间：
while this was going on/ meanwhile/ as
it was happening/
at the same time/
simultaneously
等。
11.
表示结束：
eventually/ finally/
表示结束：
at last/ in
the end
等。
词义衔接主要可划分为重复、同义词、反义词、局
同义词、反义词、
部词、
上座标词、
< br>部词、
上座标词、
下义词
和搭配。
和搭配。
Lexical
cohesion There are more than
26,000
patients on the national waiting list for
transplants. transplants. About 2,000 patients are
dying
annually
while
waiting
for
transplants,
mostly
transplants,
patients
waiting
for
hearts,
kidneys and livers,
for the shortage of organs. Organ Retrieval
Methods Spark Debate Doctors try
to
expand donor pool by preserving body parts
patients whose hearts and lungs fail. Exercise Why
Historians Disagree Why Historians
Disagree 1 Most students are usually introduced to
the study
of history by way of a fat
textbook and become quickly immersed in a vast sea
of names, dates,
events and statistics.
The students’ skills are then tested by
examinations that require them to show
how much the data they remember: the
more they remember, the higher their grades. From
this
experience
a
number
of
conclusions
seem
obvious;
the
study
of
history
is
the
study
of
“facts”
about
the past; the more facts you know, the better you
are as a student of history. The professional
historian is simply one who brings
together a very large number of facts. Therefore
students often
become
confused
upon
discovering
that
historians
disagree
sharply
even
when
they
are
dealing
with the same event. 2 Their common
sense reaction to this state of affairs is to
conclude that one
historian is right
while the other is wrong. and presumably,
historians are wrong, will have their
“facts”
wrong.
This
is
seldom
the
case,
however.
historians
usually
argue
reasonably
and