英语阅读教学中的语言欣赏，本文主要内容关键词为：英语阅读论文,语言论文,教学中论文，此文献不代表本站观点，内容供学术参考，文章仅供参考阅读下载。
语言是人类智慧的结晶。英语作为一种历史悠久的国际性语言，其音韵节奏、词语用法及表达方式都具有很高的审美价值。中学英语教学应该促进学生德、智、体、美得到全面发展，在英语阅读教学中，适当渗入对语言艺术的欣赏，不但有助于学生对课文内容的理解和语言知识的学习，而且可以激发学习兴趣，陶冶思想情操，提高人文素养。
在阅读教学中引导学生欣赏语言，应着重于以下三方面内容：
一、准确的用词
所谓用词准确，就是要根据交际的目的和语境，选用词义、语体和感情色彩与之相符的词汇。英语用词之准，首先体现在同义词、近义词的使用上。试看SEFC SB Ⅱ Unit 22中的两段文字：
1.Two men fell in love with Lucie Manette,Charles Darney and Sydney Carton.Strangely they looked as if they were twins,for they looked so much like each other… Though Charles's name looked English,his family was in fact French.He was the nephew cuel Marquis St.Evermonde.
划线词都用作系动词，表示“是”的概念，但在语义上却有各自的侧重。look as if意为“看上去似乎是”，强调给人以不真切的感觉，look like表示“看上去与…相像”，强调外表的相似，look指外表上给人产生的印象是什么，而be则表示客观实际是什么。作者根据内容表达的需要，精心选用上述四个系动词，寥寥数语把人物的外貌和身世写得清清楚楚。
2.Meanwhile,Sydney,who had taken the place of his friend Charles,had his head cut off.Before he died,Sydney remembered the promise that he had made to Lucie many years before,hisfinal thoughts were:"… it is a far,far better rest that I goto than I've ever known."
三个划线词都是“死亡”的同义词，但各自的感情色彩不同。其中have his head cut off（让人把脑袋砍了）是个贬义词，凸显现实的残酷，而a far,far better rest（最好、最最好的休息）是个褒义词，表现了Sydney视死如归的英勇气概。不同色彩的同义词前后搭配，交相辉映，Sydney的形象愈见高大完美。作者在这里的斟词酌句，真是独具匠心！
运用好具体词汇，是使语言准确得体的又一途径。如Captain Cook（SB Ⅲ Unit 2）中关于Cook's expedition海上航行的描写：
In April 1769 Cook's expedition arrived at the beautiful island of Tabiti… In July they set sail again and headed south and west in search of a new land…Next they sailed up the east coast between the mainland and the Great Barrier
Reef…The expedition passed close by the island Java and then returned by the southern point of Africa,arriving back in England in July,1771.
这里使用的是具体词汇。所谓具体词汇是相对于一般词汇而言。如上文“sail”是表示“航行”的一般词汇，而其他划线词是用来表示不同航行方式和过程的具体词汇。使用具体词汇，可以避免表达上的平泛含混，能把人物、场景描写得准确生动，给人留下深刻的印象。
语体不同，用词有别。这只要比较以下两段对话和书面语体的用词造句，我们就可以领略一斑。
先看看SB Ⅲ Unit 11的一段摘录：
I am very ill,when your letter reached me,I had with me a learned young doctor from Rome.I told him about the quarrel between Shylook and Antonie.We studied many lawbooks and he konws what I would say.I ask you to let him stand in my place and give judgment.He is young,but I never knew so young a body with so wise a head.
再看SB Ⅰ Unit 17中的对话：
"Where are you traveling to,Gary?"
"To London."
"How are you getting there?"
"By bicycle."
…
"That sounds a great idea.Good luck with your trip."
"Thanks a lot."
前文是The Merchant of Venice中当庭宣读的一封律师的信。属于正式的书面文体，用词典雅严谨，（如let him stand in my place,so young a body with so wise head等），语气庄重；后面的对话，用词通俗简洁，常用省略句式，交际用语脱口而出，极具韵味。两相对比，我们很自然地体味到两种不同语体的风格。
二、生动的描写
现行中学英语教材内容丰富，题材广泛，有不少思想性和艺术性均佳的名篇佳作，无论是写人叙事，还是议论抒情，其语言形象行动，别致传神，令人引起感情上的共鸣，得到美的享受和满足。
例如：SB Ⅱ Unit 10中写Manager在看到百万英镑前后的对话：
Manager:Is anything the matter?
Customer:There isn't any troubie.I'm just waiting for my change.
Manager:Come,come.Get him his change,Tod.
Tod:Get him his change!It's easy to say,sir;but look at the bill yourself.
Manager:Goodness me.Six zeros!I've never seen anything like this before.(Gets very excited.)To sell such a suit as that to a millionaire!Tod's a fool.Ah,here is the thing I am after.Plese get those things off,sir,and throw them into the five.Do me the favour to put on this shirt,and this suit.Ah,It's just the thing,the very thing!The trousers are all right;now,the jacket;aha,right again!Look at that now,sir!Perfect--the whole thing!
言为心声，读者从这里不准看出那位老板对顾客态度的变化，从最初的鄙视冷漠到后来的感叹惊诧，接下来是点头哈腰、阿谀奉承、语调急促地大献殷勤，无不显示资本主义社会中商人的伪善嘴脸及其惟利是图、见钱眼开的本色。
又如SB Ⅲ Unit 8中作者对少年Hardtley离开第一家书店时的动作描写：
He turned to go out and had already been at the door,but then he paused and came back to the counter,"I've only got 62 cents,"he said."will you let me have the book and wait a little while for rest of the money?"
How eagerly he looked up at the sales assistant for an answer,and how disappointed he looked when the man refused his request! looking up at me with a weak smile,the boy left the store.
嗜书如命却囊中羞涩，在转身离开书店之际，行而又止，再次返回来向人求情，热切地企盼着怜悯和帮助，又为希望的破灭而懊丧，却又不得不强作笑颜，把懊丧埋在心里，悄然离开…作者通过一系列的细节描写来揭示人物的内心世界，传神地刻画出一个求学心切的少年学子形象。
再如SB Ⅰ Unit 11，整篇文章自然流畅，朗朗上口，尤其在写到美国乡村音乐仍然保持这以前的风格时，作者转向一个主题——过去的好时光：In"the good old days"people thought well of each other.People loved life in the open air.They believed that the best things in life were free:sunshine,laughing,walks in the beauty of the country,friends and music.诗一般的语言，勾画出一幅美不胜收的生活画卷，读之掩卷，依然余音绕梁。与此相媲美的还有SB Ⅲ Unit 7中有关吴哥黄昏景色的描绘：
Evening is the best time to visit the temple,after the tour groups have left.AS the sun sinks lower,shadows spread scross the courtyard.After sunset,the sky turns pink.The grey stone towers take on a golden colour before turning pink.Nowhere else in the world can there be such a quiet beautiful place.
夕阳西下，人去院空，阴影纵横之中，灰色的石塔涂抹着落日的余辉，多么恬静、多么令人向往的地方啊！
三、得体的表达
如果说语言是一串珍珠，那么词汇就是一颗颗珠子，表达方式则是串连珠子的纽带。得体的表达方式，能使词语语气一致，句子结构严谨，行文连贯通畅。欣赏语言，就必然要领略其表达方式的艺术魅力。
在中学英语教材中，得体的表达方式主要来自两个方面：
（一）运用恰当的语法方式
1.Mathilde!Oh yes.Sorry.I didn't recognize you.Where have you been all these years,Mathilde?I hope you weren't ill.You don't look very well.（SB Ⅰ Unit 18）哦，玛蒂尔德，是你呀，对不起。我刚才没认出你，这些年来你一直在哪儿？玛蒂尔德，你该不是病了，你的脸色看起来可不太好呢。
（故友重逢，惊喜交集，同时，还为朋友的健康而担心。几种动词时态的交替使用；将人物的感情表达得淋漓尽致。）
2.Bassanio,Antonin's best friend,was in live with Portia,a rich and beautiful lady who also love him.Sadly he could not ask Portia to marry him because he himself had no money.
（SB Ⅲ Unit 11）巴萨尼奥是安东尼奥最好的朋友，他爱上了一位富有而漂亮的女子鲍西亚，她也爱他。令人悲哀的是，他不能向鲍西亚求婚，因为他自己没有钱。
（巧用同位语和从句，使句子结构紧凑而不呆板。短短两句，把人物的身份和处境交代得非常明白。）
3.Some people have the wrong attitude towards people with disabilities,considering them to be stupid.As a matter of fact,many people have a disability.Some need glasses to read,or do not hear very well.Others may have difficulty in moving.Even if none of this is true for us today,it is probable that one day we'll end up with a disability.（SB Ⅱ,Unit 20）
（as a matter of fact和even if把全段分为三个层次，some,many,some,others,we作为对应的衔接词，使行文脉胳清晰，前后连贯呼应。）
（二）运用各种修辞手法，以提高语高的感染力
1.比喻：(1)Mercy falls like the gentle rain from the sky upon the earth.（SB Ⅲ Unit 11）慈悲如同甘露一样从天空降到大地。
(2)Some books are to be tasted,others to be swallowed,and some few to be chewed and digested（SB Ⅲ Unit 15）有此书可供品尝，有些书可供吞食，还有少量的书可供咀嚼和消化。
2.重复：Just put the right name,the right date,the right time and the right place on my invitation and I promised I'll be there.（SB Ⅰ Unit 25）只是请贴上要写明正确的姓名，正确的日期，正确的时间和地点，那我就答应一定参加。
3.夸张：I love you more than my own life,more than my wife,and more than all the world.（SB Ⅲ Unit 11）我爱你胜过我的生命、我的妻子和这世界的一切。
4.排比：I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave-owners will be able to sit down together at the table of brotherhood… I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.（SB Ⅱ unit 19）我想梦有一天，在佐治亚的红色山岗上，昔日奴隶的儿子和昔日奴隶主的儿子，将能一起围坐在充满兄弟情意的桌子边…我梦想有一天，我的四个儿子将生活在一个不是以他们的肤色，而是以他们的品格的优劣来评价它们的国度里。
5.拟人：Slowly it turned its face and stared straight at Mrs Consins."Me?A dog?"it seemed to say with its strong body and sharp white teeth.（SB Ⅱ Unit 12）那狮子慢慢地把脸转了过去，两眼直盯着卡曾斯太太，摆动着健壮的身躯，露出锐利的白牙，似乎在说：“你说我是狗吗？”
任何成功的教学活动，无不体现一个“美”字。如何在阅读教学中渗入语言欣赏，是一个值得探讨的问题。教育部英语课程标准研制组最近公布的《普通高中英语课程标准》已把英语文学欣赏列入今后高中学生的选修课程，可以预言，语言欣赏必将在中学英语教学中受到更多的关注。