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本文在介绍社会脚本构成因素的基础上,阐释如何在英语会话听力推理中,通过分析脚本的构成因素来解构对话,从而完成会话的推理认知。利用社会脚本构成要素解构对话的推理实质为转喻认知,即通过会话提及的脚本的某一因素激活整个脚本。文章通过分析历年四级考题,根据听力对话从题干和题支的关系,发现推理中的转喻类型有:行为要素转喻整个脚本,所有物要素转喻角色要素,行为要素转喻评价要素。文章还聚焦于教师如何通过输入脚本、操练脚本以及激活脚本,帮助学生培养并实施此认知策略,期望改善外语听力教学使学生大量被动、潜意识地输入听力资料,造成听力教学效果不佳的现状。
Based on the introduction of the components of social script, this article explains how to deconstruct the dialogue by analyzing the composition of the script in English listening comprehension, so as to complete the conversational inference cognition. Using Social Scripting Components The inference of the deconstruction dialogue is essentially the metonymic cognition, which activates the entire script by a factor of the script mentioned in the conversation. According to the analysis of the four levels of the exams over the years, the types of metonymy in the reasoning are found from the relationship between the subject and the subject in listening dialogues. The types of metonyms in the reasoning are as follows: behavioral element metonymy whole script, character element metonymy character element, behavioral element metonymy evaluation element . The article also focuses on how teachers can help students cultivate and implement this cognitive strategy by inputting scripts, practicing scripts and activating scripts. Expectations to improve foreign language listening teaching enable students to passively and subconsciously input their listening materials, resulting in poor listening teaching. .