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       话语剖析(discourse analysis)的概念最早由美国言语学家Zellig Harris于1952年提出，自20世纪60年代以来日益遭到世界言语学界的高度重视。话语剖析是指将一个具有语用和语义联接的语篇看作一个含义单位，考虑到语境、文明、社会认知等方面的要素，对其内涵的语法结构、逻辑联络、联接手法进行破解和剖析的言语研讨办法。话语剖析是英语阅览教学中的重要手法，它能够结合语境、华章结构、体裁特征等要素引导学生以较快的速度了解和掌握英语文章的首要内容，获取文章的最大信息量。而在言语测验领域，经过话语剖析掌握文章中呈现的词汇联接手法、信息重心及文章层次结构关于阅览答题起着十分要害的作用。在雅思阅览考试中，话语剖析的才能也是剑桥考试官方要考察的阅览技术之一。而且依据世界言语学和测验学的发展趋势，能够预期话语剖析将会成为雅思阅览出题最重要的规划思维和模式。本文就雅思阅览中话语剖析的功用作以下两个方面的简要论说。

　　语篇中句际、段际之间的联接和联接剖析及相关答题思路。联接(cohesion)和联接(coherence)是华章言语学(text linguistics)研讨中的两个基本概念，也是话语剖析的重要课题。语篇无论是口头表达还是书面表达，都有必要联接合理，符合逻辑，语义联接。而语篇的联接是依靠语篇联接联络建立起来的。完结语篇联接的联接机制有显性(explicit cohesive device)和隐性(implicit cohesive device)之分，其间显性联接是完结语篇联接的首要手法，其详细办法包含：语法机制(grammatical device)，词汇联接(lexical cohesion)和逻辑联络语(logical connector)。学术类雅思阅览文章的特色之一是结构严谨，逻辑性强，论说层次明晰，其语篇的联接多由显性联接机制来完结。详细的显性联接手法包含：指称(reference)，代替(substitution)，省掉(ellipsis)，联接(conjunction)，词汇联接(lexical cohesion)，时刻相关(time relator)，地点相关(place relator)，时和体(tense and aspect)，平行结构(parallel construction)等。雅思阅览文章中语义联接手法运用较多的是联接，指称，词汇联接和平行结构。联接是指由联接成分(如逻辑联络词)把两个或多个句子，或许阶段联接起来的现象。指称是指一个项目的含义要靠另一个项目来解释的现象。词汇联接是指由词汇之间的语义联络(包含重现、同/近义、反义、上下义、全体部分义)以及同一语义场的词汇调配所建立起来的联接联络。平行结构是指相同类型的句子结构构成的联接联络。雅思阅览考试直观上是首要考察对详细细节信息的掌握，其实在出题规划上常常体现出华章言语、功用语法等今世言语学研讨的首要效果，语篇联接的联接机制就是雅思阅览一个首要的言语常识考察领域，体现在文章的语义联接位置一般都会设有考点。以下就词汇联接，平行结构，以及指称与考点的联络各举一例进行说明。

　　例一.词汇联接(剑桥6/Test1/Reading Passage3)

　　Life for the descendants of theThulepeople is still harsh.Nunavutis 1.9 million square kilometers of rock and ice, and a handful of islands around the North Pole. It’s currently home to 2,500 people, all but a handful of them indigenous Inuit. Over the past 40 years, most have abandoned their nomadic ways and settled in the territory’s 28 isolated communities, but they still rely heavily on nature toprovide food and clothing.Provisions availableinlocal shops have to be flown intoNunavuton one of the most costly air networks in the world, orbrought by supply shipduring the few ice-free weeks of summer. It would cost a family around￡7,000a year to replacemeat they obtainedthemselves through hunting withimported meat. Economic opportunities are scarce, and for many peoplestate benefitsare their only income.

　　这是一道List of Headings题，要求在选项中找出能表达以上这段文字主题的阶段标题。List of Headings题解题的准则就是找出阶段的主题句，然后与标题选项一一对应，断定正确答案。可是在实践解题过程中，由于严厉的时刻约束，一般都不会去断定主题句，而是直接以最有可能成为主题句的阶段的首、次、中、尾四个句子别离与标题选项一一对应来断定正确答案。可是在阶段没有主题句的情况下，运用这个办法就无法断定正确选项。有必要依据阶段中的其它头绪来答题。以上这个阶段尽管没有主题句，可是在其行文中有十分显着的词汇联接联络。文中的food and clothing，provisions，supply，meat，benefits是同一语义场(日子的供应)的词汇同现，与选项iii的essential supplies对应。而与该组词紧密相连的provide，available，brought，obtained则是一组近义词，其引导的信息与选项iii的alternative sources对应。因而这段文字是经过同一语义场的词汇同现和近义词两种词汇联接手法来完结句际之间的联接，然后构成了含义上的联接性，并构成了与标题选项iii相对应的阶段主题。

      例二.平行结构(剑桥5/Test1/Reading Passage2)

　　Prior to carrying out the experiment, Milgram explained his idea to a group of 39 psychiatrists and asked them topredictthe average percentage of people in an ordinary population who would be willing to administer the highest shock level of 450 volts. The overwhelming consensus was that virtually all the teacher-subjects would refuse to obey the experimenter. The psychiatristsfelt that‘most subjects would not go beyond 150 volts’ and they furtheranticipated thatonly four per cent would go up to 300 volts. Furthermore, theythought thatonly a lunatic fringe of about one in 1,000 would give the highest shock of 450 volts. What were the actual results? Well, over 60 per cent of the teacher-subjects continued to obey Milgram up to the 450-volt limit!

　　Q22. Before the experiment took place the psychiatrists

　　A.believedthat a shock of 150 volts was too dangerous.

　　B. failed toagree onhow the teacher-subjects would respond to instructions.

　　C.underestimatedthe teacher-subjects’ willingness to comply with experimental procedure.

　　D.thoughtthat many of the teacher-subjects would administer a shock of 450 volts.

　　这是一道单选题，从出题的测验目的角度来看，是观念、情绪剖析类的标题。题干各个选项均含有表明观念、情绪的提示词(believed/agree on/underestimated/thought)。与此题相对应的原文阶段在语义联接上是经过近义词和平行的及物性结构来完结，即：predict/felt that/anticipated that/thought that。其构成的联接语义(即普遍认为实验的主体不会运用高电压)为答案的引出作了重要的铺陈。原文接着以发问的方法给出了一个不和的成果，对应选项C的表明负向含义的观念情绪提示词underestimated所引导的内容。与此相类似的平行结构的语义联接在剑桥真题文章中屡次呈现，而且基本上都设有考点，反映了出题者对掌握语义联接和联接的阅览才能的重视。

　　例三.指称(剑桥5/Test1/Reading Passage2)

　　One’s first inclination might be to argue that there must be some sort of built-in animal aggression instinct that was activated by the experiment, and that Milgram’s teacher-subjects were just following a genetic need to discharge this pent-up primal urge onto the pupil by administering the electrical shock. A modern hard-core sociobiologist might even go so far as to claim that this aggressive instinct evolved as anadvantageoustrait, having been ofsurvival valueto our ancestors in their struggle against the hardships of life on the plains and in the caves.

　　Q24. Some people may believe that the teacher-subjects’ behavior. could be explained as apositivesurvival mechanism.

　　这是一道对错无判断题，以题干中的positive和survival mechanism作为定位词，别离对应原文的“this aggressive instinct evolved as an advantageous trait, having been of survival value”这一句中的advantageous和survival value，因而能够断定题干的核心意思和原文的对应信息是同义转述。可是咱们还需要断定题干中的teacher-subjects’ behavior和原文的比照信息this aggressive instinct在语义上是否对等。而要断定这一点，就有必要要了解在原文中“this aggressive instinct”正是凭借指称的联接手法指代上文中的关于“teacher-subjects’ behavior”的详细描绘，即：“teacher-subjects were just following a genetic need to discharge this pent-up primal urge onto the pupil by administering the electrical shock”。据此才能够断定题干的意思与原文完全一致，答案应为TRUE。