语篇功能理论在《大学体验英语》教学中的运用

发布时间：2022-01-16 12:14

　　目前我国传统大学英语教学中存在一些弊端,传统教师认为传授语音、语法、词汇和句子结构是语言‘教学的重要任务。教学不从语篇入手,过分注重语言点,从而导致学生理解能力低下。据此,本文以系统功能语法理论为指导,尝试论证语篇功能理论运用到《大学体验英语》教学中的可行性。语篇功能是指将话语组织成连贯统一的语篇并使实际语言区别于随意的句子的语言机制。该理论被广泛运用于语言科学界和外语教育领域。全文共分为六章。第一章提出研究的缘由和目的,以及论文的组织结构。第二章概述系统功能语法理论,并有针对性的具体介绍了该理论中的语篇功能理论,论述其对大学英语教学的指导作用。该理论认为英语教学不能停留在句子层面的语言能力训练上,而必须重视从语篇层面组织教学,进而培养学生在语篇层面的交际能力。第三章介绍研究实验的操作方法和具体步骤,以语篇功能理论为指导的教学法在本章有较为详尽的阐述。第四章为实验效果分析,作者采用实验组控制组前后测在琼州学院《大学体验英语》教学中进行了有关实证研究。结果表明：语篇功能理论具有较强的操作性和应用性,应用到教学中能帮助学生结合语境透彻理解作者意图。第五章讨论本研究的对教学的启示和建议。第六... 

【文章来源】：西南大学重庆市 211工程院校 教育部直属院校

【文章页数】：102 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Contents
Abstract
内容摘要
Chapter One Introduction
    1.1 Background to the Study
        1.1.1 Two Main-stream Teaching Patterns
        1.1.2 Textual Metafunction and English Teaching
    1.2 Objectives of the Study
    1.3 Organization of the Thesis
Chapter Two Literature Review
    2.1 An Overview of Systemic Functional Grammar
        2.1.1 Some Points of View
        2.1.2 Three Metafunctions
    2.2 Textual Metafunction
        2.2.1 The Definition of Text
        2.2.2 The Seven Criteria of Text
        2.2.3 Thematic Theory
            2.2.3.1 The Classification of Theme
            2.2.3.2 Theme Structure and Mood Structure
            2.2.3.3 The Significance of Researching Theme Structure
        2.2.4 Information Structure
            2.2.4.1 The Definition of Information Structure
            2.2.4.2 The Manifestation of Information Structure
            2.2.4.3 The Features of Information Structure
            2.2.4.4 Information Structure and Theme Structure
        2.2.5 Cohesion
            2.2.5.1 Definition of Cohesion
            2.2.5.2 Types of Cohesion
    2.3 Reasons for Applying Textual Metafunction to Teaching
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Instrument
    3.4 Materials
    3.5 Teaching Methods
        3.5.1 Listening Teaching
            3.5.1.1 The Process of Listening Comprehension
            3.5.1.2 Listening Teaching Based on Textual Metafuncion Theory
        3.5.2 Speaking Teaching
            3.5.2.1 Input Basic Knowledge of Context
            3.5.2.2 Fix Communicative Intention
            3.5.2.3 Grasp Contextual Clues
            3.5.2.4 Use Cohesive Devices
        3.5.3 Reading Teaching
            3.5.3.1 Linguistic Context Applied in Reading Teaching
            3.5.3.2 Situational Context Applied in Reading Teaching
        3.5.4 Writing Teaching
            3.5.4.1 The Situation of English Writing
            3.5.4.2 Textual Metafunction Theory Applied in Writing Teaching
        3.5.5 Translating Teaching
            3.5.5.1 Differences of Cohesion between English and Chinese Language
            3.5.5.2 Teaching Methods Based on Cohesion Theory
            3.5.5.3 Teaching Methods Based on Information Structure Theory
Chapter Four Analysis and Discussions
    4.1 Results
    4.2 Data Analysis
        4.2.1 Data Analysis of the Questionnaires
            4.2.1.1 Data Analysis of the Pre-questionnaire
            4.2.1.2 Data Analysis of the Post-questionnaire
        4.2.2 Data Analysis of the Tests
            4.2.2.1 Data Analysis of the Pretest
            4.2.2.2 Data Analysis of the Post-test
    4.3 Discussions
Chapter Five Implications and Suggestions
    5.1 Implications
    5.2 Pedagogical Suggestions
        5.2.1 Suggestions on Listening Teaching
        5.2.2 Suggestions on Speaking Teaching
        5.2.3 Suggestions on Reading Teaching
        5.2.4 Suggestions on Writing Teaching
        5.2.5 Suggestions on Translating Teaching
Chapter Six Conclusion
References
Appendix Ⅰ
Appendix Ⅱ


【参考文献】：
期刊论文
[1]浅析语篇衔接理论在大学英语口语教学中的应用[J]. 葛树强,朴明华.  辽宁科技学院学报. 2009(02)
[2]系统功能语法及其在英语教学中的应用[J]. 宋静芳.  辽宁行政学院学报. 2006(01)



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