基于认知因素的修辞学劝说模式及英语写作教学

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ABSTRACT

Nowadays, there is an increasing awareness of the upset situation concerning

English writing among college English teachers. More and more teachers come to

expose themselves to various but effective approaches to teaching writing in order to

remedy the unsatisfying teaching situation. Process and product approaches are most

commonly used in English writing teaching. However, these two approaches are

observed to represent a reaction against each other. Teachers who favor the application

of product approach to teach writing assume that students can produce good writing

once they have mastered vocabulary and sentence of the language. But in such writing

instruction, composing process skills are given relatively small role and to a certain

degree students’ motivation and interests remain undeveloped. But when applying

process approach to teach writing, more and more teachers realize the disadvantages of

this so-called “enabling” approach. The main problem is that writing instructors tend to

offer learners insufficient input, particularly in terms of meta knowledge of English

writing (e.g., how to achieve unity and coherence in a paragraph). The Conceptual

Integration theory, developed by Fauconnier and Turner, affords us an opportunity to

re-study the process of language communication and the process of rhetorical

persuasion. The networks consist of two or more input spaces structured by

information from discrete cognitive domains, a generic space that contains structure

common to all spaces in the network, and a blended space that contains selected

aspects of structure from each input space, and frequently, emergent structure of its

own. For the purpose of finding an effective model of writing instruction for students

this thesis is intended to provide an introductory rhetorical model from cognitive

perspective for teaching writing.

The thesis mainly includes four parts and answers three questions respectively. In

the first part by briefly reviewing previous literature on writing study, we try to

investigate the problem with traditional writing theories. In the second part, we outline

the basic theoretical assumptions underlying our research work. Our work draws on

cognitive theory, specifically the theory of Conceptual Integration, and tries to find the

interrelationship among cognition, conceptual integration, meaning construction and

persuasion. In the third part, we try to analyze rhetorical persuasion from the cognitive

perspective. While creating the model, we have the following assumptions about

language, rhetoric and human being in mind: Language is a trigger of human

experiences; intention and interpretation determine meaning. The last part is intended

to be an application part, which aims at testing the feasibility of rhetorical model in

writing action. In the end, some conclusions and implications are presented as well as

some suggestions for future research. It is suggested that the result of our study can be

incorporated into daily communication and benefit students who take writing courses.

Key Words: Cognition, Conceptual Integration, Rhetorical Appeal,

Writing

III

摘要

目前，写作教学在中国大学英语教学中受到越来越多的重视。教师们不断探

索有效的方法以弥补写作教学差强人意的情况。在这一过程中过程教学法和结果

教学法是最为常用的两种方法。本文回顾了大学英语写作教学的历史及流派，对

过程教学法和结果教学法各自的优缺点进行了对比分析。结果写作的观点和理论

事实上没有抓住写作的本质,只是单纯地强调最终的文本及静态地分析组成最终

文本的要素——词语、句子、语法等形式，而忽视了写作的本质。由这种理论指

导的写作教学也是偏重于表层的东西,即文章的词汇、句子及语法,训练的方法通

常是练习或者学习别人的文章；而过程写作的观点和理论则抓住了写作的本质，

但如果只注重过程，否定或者忽视最终文本及对其分析和练习的重要性,也是不够

的。因为写作的特点包括实践性,写作固然需要一定的理论知识，但是有了理论知

识并不等于有了写作能力。任何写作理论都必须经过多次的实践锻炼，才能转化

为写作能力。亚氏的修辞理论对写作过程具有指导意义，但在具体的写作过程中

该如何实现一直是困扰我们的问题。随着对修辞研究的深入，我们发现由

Fauconnier 和Turner 创建的概念整合理论对探索和解读说服过程背后的认知机制

提供了令人振奋的可能性。概念整合理论具有完整的框架结构，遵循一套完整灵

活的运作机制。它的基本运作需要四个心理空间：两个输入空间，一个类属空间

和一个整合空间。整合中两个输入空间中的成分被有选择地投射到整合空间，通

过组合、完善和阐释的过程，生成输入空间所没有的新结构，从而揭示了说服过

程的发生和发展。本文试图从认知的角度建构较为有效的修辞写作模式。

本文主要由四个部分组成，分别回答了三个问题。第一部分，简要回顾了有

关写作研究的文献资料，并在此基础上提出了在传统写作模式中所存在的问题；

第二部分，通过分析概念整合理论中认知学的起源、定义、范畴与功能等，试图

寻求认知、概念整合、语言理解及劝说之间的内部联系；第三部分，从认知角度

分析修辞劝说过程以期望能找出较为有效的说服模式；最后一部分是所提模式的

具体应用，目的是验证这一模式的实用性与有效性，与此同时也进一步阐明了该

模式的本质与特点。

关键词：认知概念整合修辞诉诸写作

ABSTRACT ................................................................................................................... I

摘要......................................................................................................................... III

Chapter One Introduction ........................................................................................... 1

§1.1 A Brief Introduction .......................................................................................1

§1.2 The General Purpose and the Structure of This Study ...................................5

§1.3 The Organization of the Thesis ......................................................................5

Chapter Two Retrospect of Writing Instruction Development ................................... 7

§2.1 History of Western Writing Theory ............................................................... 7

§2.2 Schools of Writing Instruction Theories ........................................................8

§2.3 Stages of Process Approach Development .................................................. 11

§2.4 The Relationship between Rhetoric and Composition ................................ 12

Chapter Three Cognition and Conceptual Integration ..............................................15

§3.1 Cognition ..................................................................................................... 15

§3.1.1 Emergence of Cognitive Psychology ....................................................15

§3.1.2 Research Method of Cognitive Psychology ......................................... 17

§3.1.3 The Assumption of Cognitive Linguistics ............................................ 18

§3.1.4. Embodied Experience and Linguistic Meaning ...................................18

§3.1.5 The New Way to the Utterance Understanding .................................... 19

§3.2 Mental Space ............................................................................................... 20

§3.2.1 The Brief Review of Mental Space ...................................................... 20

§3.2.2 Access Principle ....................................................................................21

§3.2.3 Mappings .............................................................................................. 22

§3.3 Conceptual Integration Theory .................................................................... 23

§3.3.1 Networks of Conceptual Integration .....................................................24

§3.3.2 The Process of Conceptual Integration .................................................26

§3.3.3 The Example of Buddhist Monk ...........................................................27

§3.4 Summary ......................................................................................................28

Chapter Four A Cognition-Based Rhetorical Model in English Writing ..................29

§4.1 Psychological Models of Communication ...................................................29

§4.2 Communication from Cognitive Perspective ...............................................30

§4.3 Persuasion Process from Cognitive Perspective ..........................................32

§4.4 A Cognition-Based Rhetorical Model ..........................................................34

§4.4.1 Rhetoric in Action in Logical Dimension .............................................37

§4.4.2 Rhetoric in Action in Emotional Dimension ........................................ 42

§4.4.3 Rhetoric in Action in Ethical Dimension ..............................................48

§4.5 Summary ......................................................................................................53

Chapter Five The Application of the Model to the Teaching of Writing ..................55

§5.1 Case Study ................................................................................................... 55

§5.2 Experiment of Composition Writing ........................................................... 59

§5.2.1 Design of the Experiment ..................................................................... 59

§5.2.2 Evaluation of the Results ...................................................................... 60

§5.2.3 Discussion and Implication ...................................................................63

§5.3 Questionnaire Analysis ................................................................................ 64

§5.3.1 Procedures .............................................................................................64

§5.3.2 Results ...................................................................................................65

§5.3.3 Discussion and Implication ...................................................................65

§5.4 Summary ......................................................................................................66

Chapter Six Conclusion ............................................................................................ 69

§6.1 A Brief Summary of the Study .....................................................................69

§6.2 Implications ................................................................................................. 70

§6.3 Limitations of the Research ......................................................................... 71

§6.4 Further Research ..........................................................................................72

Appendices .................................................................................................................. 73

Appendix 1: The Scoring Rubric for Holistic Rating .......................................... 73

Appendix 2: Questionnaire .................................................................................. 74

Bibliography ................................................................................................................ 77

在读期间公开发表的论文......................................................................................... 83

Acknowledgements ......................................................................................................85

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摘要：

IABSTRACTNowadays,thereisanincreasingawarenessoftheupsetsituationconcerningEnglishwritingamongcollegeEnglishteachers.Moreandmoreteacherscometoexposethemselvestovariousbuteffectiveapproachestoteachingwritinginordertoremedytheunsatisfyingteachingsituation.Processandproductapproachesaremostcommonlyused...

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