高中生英语作文中语篇衔接手段的应用分析

发布时间：2018-06-06 19:19

本文选题：高中英语写作 + 衔接手段　；参考：《华中师范大学》2015年硕士论文

【摘要】：随着中国在政治,经济与文化各领域与外国的合作的逐渐增多,学习英语对中国人来说越来越重要。听、说、读、写、译是英语学习中的五项基本技能,对于中国学生来讲,其中写作是最难的。写作是一个语言输出过程,它是一个复杂的创造性的认知活动,它要求学生能够综合地应用所学的知识和技能。如何写出既有意义又符合语法规则的句子,如何使独立的句子连接成为结构紧凑、逻辑严密的篇章对于高中生来说并非易事。学生在英语写作中存在诸如语义不连贯,条理不清晰,中心不突出,缺乏逻辑性的问题(刘惠玲,2013)。因此,培养学生的写作能力是老师和学生共同面临的一项重要的任务。1976年,韩理德和哈桑发表了《英语的衔接》,提出了衔接理论。此后诸多学者以此理论为基础来研究语篇。韩理德和哈桑(1976：13)认为衔接是连贯的基础,而且是构成语篇的前提。Kent (1992:190)也指出连贯与衔接是生成语篇的重要原则。也有一些学者的研究表明英语写作的质量与衔接手段的恰当应用密切相关(宋美华,2002；黄平辉,2013)。本研究基于英语写作对于高中生英语学习的重要意义以及高中英语作文中存在的诸多问题,以高中生的英语习作为语料,以韩理德和哈桑的衔接理论为理论基础,探究高中生英语作文中衔接手段的应用状况,找出应用中所存在的问题并寻求解决方案以提高学生的写作水平。此次研究的语料是郧阳中学高二年级的两个班级的学生的一次模拟考试中的100篇英语作文。作文中各种衔接手段的应用频率及衔接失误的频率都将被计算出来。通过问卷调查和访谈进一步了解形成高中学生英语习作中衔接手段的应用现状的原因,并探求提高学生正确应用衔接手段的策略。研究结果表明高中生英语作文中常用的衔接手段是指代,词汇衔接以及连词。衔接失误也主要集中在词汇衔接和替代的应用上。且高中生所用到的衔接手段通常是比较简单常见的词汇,缺乏多样性。研究发现形成高中生衔接手段应用现状的因素主要是：缺乏衔接意识；母语干扰；缺乏语言输入；写作练习匮乏以及一些心理因素等。笔者针对各种影响因素提出了相应的应对策略：加强学生的衔接意识；克服母语干扰；增加语言输入；加强写作练习以及克服心理因素等。
[Abstract]:With the increasing cooperation between China and foreign countries in politics, economy and culture, learning English is becoming more and more important to Chinese people. Listening, speaking, reading, writing and translating are five basic skills in English learning, among which writing is the most difficult for Chinese students. Writing is a process of language output, which is a complex and creative cognitive activity, which requires students to apply the knowledge and skills they have learned comprehensively. It is not easy for high school students to write meaningful sentences that conform to grammatical rules, and how to make independent sentences join into compact structures. Students have problems in English writing, such as semantic incoherence, lack of clarity, lack of focus and lack of logic (Liu Huiling / 2013). Therefore, it is an important task for both teachers and students to cultivate students' writing ability. In 1976, Hanlide and Hasan published cohesion in English and put forward cohesion theory. Since then, many scholars have studied discourse on the basis of this theory. Han Lide and Hasan Heng (1976: 13) think that cohesion is the basis of coherence, and it is the premise of the text. Kent points out that coherence and cohesion are the important principles of idiom discourse. Some studies have also shown that the quality of English writing is closely related to the proper use of cohesive devices (Song Mei-hwa 2002; Huang Ping-hui / 2013). Based on the significance of English writing to senior high school students' English learning and the problems existing in senior high school English writing, this study takes the English exercises of senior high school students as the corpus and the cohesion theory of Halliday and Hasan as the theoretical basis. This paper probes into the application of cohesive devices in senior high school students' English composition, finds out the problems existing in the application and seeks solutions to improve the students' writing ability. The corpus of this study is 100 English compositions in a simulated examination of two classes in Yunyang Middle School. The frequency of cohesive devices and the frequency of cohesive errors will be calculated. Through questionnaires and interviews, we can find out the reasons for the application of cohesive devices in senior high school students' English exercises, and explore the strategies to improve students' correct application of cohesive devices. The results show that the common cohesive devices used by senior high school students in English writing are reference, lexical cohesion and conjunction. Cohesion errors also focus on the application of lexical cohesion and substitution. Moreover, the cohesive devices used by high school students are usually simple and common words, lack of diversity. It is found that the main factors that form the application of cohesive devices in senior high school students are: lack of cohesion awareness; interference from mother tongue; lack of language input; lack of writing practice; and some psychological factors. The author puts forward corresponding coping strategies for various influencing factors: strengthening students' cohesion awareness, overcoming mother tongue interference, increasing language input, strengthening writing practice and overcoming psychological factors.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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