定语从句在英语写作中的衔接功能——初中生提升数学思维能力的有效方法，本文主要内容关键词为：从句论文,定语论文,初中生论文,思维能力论文,英语写作论文，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。
定语从句是高中英语的一个重要的语法知识点，也是高考的热点。在平时的教学中，教师通常只注重讲授关系词的选择和区别，而忽视了它的句子衔接功能。本文试图对定语从句在英语写作中的衔接功能加以探讨。例如：
Ellen was a painter of birds and nature,________,for some reason,had withdrawn from all human society.
A.which
B.who
C.where
D.whom
此处缺少指代人的主语，结合关系词的用法，学生容易选择正确答案who。但是在学生的写作中，我们经常会看到类似这样的句子：
Last Sunday a teenager was running the red light,he was knocked down by a car,he was lying on the ground and bleeding.
可以看出，分句之间用逗号来连接，这不符合英语的习惯，句式显得单调，句子之间缺乏衔接。学生虽然在选择题中会选择正确的关系词，但在语篇写作中，却不知道使用定语从句来衔接句子。上面的句子可以修改为：
Last Sunday a teenager who was running the red light was knocked down by a car,lying on the ground and bleeding.
使用定语从句后，句子衔接更加紧密，句子结构显得简洁明快、丰富多彩。
二、定语从句的衔接功能
1.衔接理论
衔接（cohesion）的概念是Halliday & Hasan（1976）在“Cohesion in English”一书中提出的。衔接分为五种类型：照应（reference），替代（substitution），省略（ellipsis），连接（conjunction）和词汇连接（lexical cohesion）。其中，照应中的内照应（endophora）又可以分为前照应（anaphora）和后照应（cataphora）。
照应又叫指称，是指句子之间存在的某种对应关系。“照应指的是语篇中一个成分作为另一个成分的参照点”（胡壮麟，1994）。例如：Cats are very smart.They are one of the smartest animals.其中，they向前指代cats，即cats←they，这种衔接手段叫做前照应。再如：
This is what I will do.I will telephone Anna and explain.其中，this指代后面的整句话，即this →I will telephone Anna and explain.这叫做后照应。
可以看出，通过代词they和this的前后照应，句子之间就形成一个纽带，衔接就更加紧密。因此，照应是一种句子衔接手段。连接表示句子之间某种逻辑关系，也是一种句子衔接手段。例如：He closed his eyes,but his mouth remained open.其中，but为连接词，表示前后两个分句之间对比和转折的关系，起到了衔接的作用。
2.定语从句的衔接功能
在“She is very lucky to have a boyfriend.The boyfriend brings her such beautiful flowers.”这两个句子中，the boyfriend是对a boyfriend的复现，属于词汇衔接手段。我们把后一个简单句当做定语从句来修饰名词boyfriend，即：She is very lucky to have a boyfriend who brings her such beautiful flowers.或者She is very lucky to have a boyfriend,who brings her such beautiful flowers.
在这两个定语从句中，关系代词who指称前面的名词boyfriend，即boyfriend←who，具有前照应的作用。另外，关系代词who属于连接词，表示定语从句对名词修饰限定和补充信息的逻辑关系。
同样，在“As we all know，air pollution does great harm to our health.”这个句子中，关系代词as指称后面的事件，即as→air pollution does great harm to our health，具有后照应的作用；同时as又是连接词，表示对主句进行评价的逻辑关系。
根据Halliday & Hasan提出的五种衔接手段，定语的从句的关系词具有两种衔接功能：照应和连接。通过关系词的照应，主句和定语从句之间存在参照和对应关系；通过关系词的连接，定语从句表示对主句的信息补充和评价的逻辑关系。通过这两条衔接纽带，主从句就紧密地衔接在一起，成为一个连贯的整体。所以，定语从句的关系词并不是孤立地存在的，而是与主句存在照应和连接的关系，是一种非常有效的句子衔接手段。请看下面定语从句的衔接分析：
①Hondros lived in New York,where he was a senior photographer for Getty Images.前照应：in New York←where；连接：关系副词where充当连接词。
②There are many different ways in which people car volunteer.前照应：many different ways←which；连接：关系代词which充当连接词。
③I Saw a man shouting at a driver whose car was blocking the street.前照应：the driver's←whose；连接：关系代词whose充当连接词。
④He did not know the reason why he was so fascinated with this girl.前照应：for the reason←why；连接：关系副词why充当连接词。
⑤As we all know,college life is full of varieties of activities.后照应：as→college life is full of varieties of activities；连接：关系代词as充当连接词。
三、定语从句衔接的常见问题
1.简单句堆砌
由于缺乏衔接意识，简单句之间缺乏连接成分。例如：My father is an engineer.He works very hard.He graduated from Zhejiang University.
我们用定语从句把上面的句子衔接如下：My father,an engineer who works very hard,graduated from Zhejiang University.
2.信息杂乱堆积
学生按照中文意思堆积信息，忽略了衔接和句法。例如：I didn't eat up all the food.It was ordered by my mother.It made her very angry.我们用定语从句把上面的句子衔接如下：I didn't eat up all the food that was ordered by my mother,which made her very angry.
3.关系词误用
学生虽然有句子衔接意识，但对关系词的性质理解错误，造成用关系词的误用。例如：I come from Hangzhou,where is a beautiful city.When是关系副词，不能充当名词性的主语，此处应使用名词性的关系代词，所以应是：I come from Hangzhou，which is a beautiful city.
4.先行词缺失
定语从句的关系词具有照应的功能，所以它所指称的对象不能缺失。例如：We should take some measures to punish who don't obey the traffic rules.根据句意，punish的对象应是人，who应为定语从句的关系词，要照应前面指人的先行词，所以先行词不能缺失。上面的句子可修改为：We should take some measures to punish any person who doesn't obey the traffic rules.或We should take some measures to punish whoever doesn't obey the traffic rules.
5.先行词多余
有些连接词本身具有名词性，内含先行词和关系词，再加先行词就显得多余。例如：I am very moved after listening to the words what Li Hua said.what相当于一个先行词加上前照应关系词，即the words that.，不能再加先行词。这句话可修改为：I am very moved after listening to what Li Hua said.或I am very moved after listening to the words（that）Li Hua said.
再如：在“As it is known to us all，China is not what it used to be.”这个句子中，关系代词as指称后面的整句话，且充当is know的主语，所以it是多余的。正确的句子是：As is known to us all，China is not what it used to be.
四、写作案例分析
下面是2012年高考新课标卷的英语作文题目：
假定你是李华，从互联网上得知一个国际中学生组织将在新加坡（Singapore）举办夏令营，欢迎各国学生参加。请写一封电子邮件申请参加。内容主要包括：
①自我介绍（包括英语能力）。②参加意图（介绍中国、了解其他国家）。③希望获准。
注意：①……②可以适当增加细节，以使行文连贯。③……
一位学生的习作如下（标记处表示可以改进的地方）：
I am a student from a high school,∧I will graduate this summer.From the Internet,I have known there will be a summer camp will hold in Singapore.∧The news makes me very happy.I have been learning English for 9 years and have many English skills.∧Spoken English is that I am good at.Therefore,I have no difficulty communicating with foreigners.
As we all know that,every country has its own culture.On the one hand,∧I joined in the camp is∧I just want to introduce Chinese culture to other countries.On the other hand,I can learn about foreign counties' culture as well.That is important is ∧we can know each other better.
I will appreciate it if I can be accepted as a member of the summer camp.
题目要求“适当增加细节，以使行文连贯”，对文章的连贯性提出了要求。虽然这篇作文使用了therefore,on the one hand，on the other hand等词汇衔接方式，但句子内部和句子之间缺少恰当的衔接手段，存在简单句堆砌，信息杂乱堆积，关系词误用和先行词缺失等问题，文章整体上缺乏连贯性和紧凑性。
当年的作文评分标准中通常有5个档次，其中衔接和连贯是评分的重要的标准之一。如第五档（21-25分）的连贯标准是“有效地使用了语句间的连接成分，使全文结构紧凑”；第一档（1-5分）的则是“缺乏语句间的连接成分，内容不连贯”。连接成分实际上就是衔接手段，所以，句子的衔接是衡量文章整体连贯性的一个重要标准。笔者把上面的文章尝试修改如下：
I am a student from a high school,who will graduate this summer.From the Internet,I have known there will be a summer camp which will be held in Singapore,which makes me very happy.I have been learning English for 9 years and have many English skills,of which spoken English is what I am good at.Therefore,I have no difficulty communicating with foreigners.
As we all know that,every country has its own culture.On the one hand,the reason why I joined in the camp is that I just want to introduce Chinese culture to other countries.On the other hand,I can learn about foreign counties' culture as well.What is important is that we can know each other better.
I will appreciate it ifI can be accepted as a member of the summer camp.
语言并非是一些杂乱无章的语句，而是由连贯的篇章形式表现出来的。修改后的文章多处使用了定语从句来衔接句子，通过关系词的照应和连接，句子衔接紧密，增强了文章连贯性和紧凑性。
五、启示与建议
《普通高中英语课程标准（实验）》（教育部，2003）中的八级目标要求学生“能写出语意连贯且结构完整的短文。叙述事情或表达观点和态度”，可见文章的连贯性是高中英语写作教学的一个重要内容。定语从句作为一种重要的句子衔接手段，教师在教学中应该引起重视。在定语从句的教学中，教师不应只是孤立地讲解关系词的用法，从而只停留在关系词的选择和区别上，更应该从句子和语篇的角度出发，帮助学生理解定语从句的衔接和连贯功能，辅以适当的练习，逐步提高他们语篇写作的衔接和连贯意识。