英语专业学生议论文写作中逻辑连接词的运用研究
发布时间：2024-12-15 21:39
议论文写作是英语专业学生专四考试中重要组成部分。可是写作能力长期以来一直是中国学生的薄弱环节,在写作部分的得分率普遍偏低。英语作文的连贯性被视为衡量作文质量高低的标准之一,而篇章的连贯与否与各种衔接手段的运用密不可分。逻辑连接词作为一种重要且常被使用的衔接手段,可以用来表示篇章内词与词、句与句、段落与段落之间的逻辑关系,从而使篇章看起来更连贯。尽管国内外一些学者对逻辑连接词有一些研究,但在语篇分析领域却很少有学者尝试过基于语料库对英语专业四级考试的议论文作文中的逻辑连接词的使用情况进行研究。 因此,本研究通过考察逻辑连接词在英语专业学生议论文中的分布和特点,并以问卷调查的形式找出产生这些特点的原因,为今后议论文写作教学提出有益的建议,从而提高英语专业学生议论文写作水平。所用到的语料包括两部分,一个是英语专业学生议论文语料库(观察语料库),是由60篇从太原理工大学现代科技学院英语专业二年级英语专业四级模拟考试中的写作测试的Section A的议论文组成；另一个是专家议论文语料库(参照语料库),是由55篇选自Nick Stirk的"A Winning Approach to TEM4Wr...
【文章页数】：97 页
【学位级别】：硕士
【文章目录】：
ABSTRACT
摘要
Chapter One Introduction
1.1 Necessarity of the Study
1.2 Significance of the Present Study
1.3 Purposes of the Study
1.4 Research Method and Data Collection
1.5 Structure of the Thesis
Chapter Two Literature Review
2.1 Theories of Logical Connectors
2.1.1 Definition of Logical Connectors
2.1.2 Classification of Logical Connectors
2.1.2.1 Halliday and Hasan's Classification
2.1.2.2 Quirk et al.'s Classification
2.1.2.3 Classification in Common Practice
2.1.2.4 Logical Connectors in the Present Study
2.1.3 Functions of Logical Connectors
2.2 Relevant Studies on Logical Connectors
Chapter Three Methodology
3.1 Research Questions
3.2 The Corpora in the Study
3.2.1 Data Collection
3.2.1.1 Data Collection of English Majors' Argumentations
3.2.1.2 Data Collection of Model Argumentations
3.2.2 Comparability between the two corpora
3.3 Research Instruments
3.3.1 Wconcord Software
3.3.2 AntConc 3.2.4
3.3.3 SPSS 16.0
3.3.4 Questionnaire
3.4 Data Processing
3.4.1 Tagging and Coding of Logical Connectors
3.4.2 Searching for Logical Connectors
3.4.3 Calculating Percentages
3.4.4 Calculating Chi-Square
Chapter Four Results and Discussion
4.1 Distribution of Logical Connectors in EMAC and MAC
4.1.1 General Characteristics of Logical Connectors in EMAC and MAC
4.1.2 Characteristics of Each Type of Logical Connector in EMAC and MAC
4.2 Analyses of the Questionnaire Results
4.2.1 English Majors' Attitudes towards Argumentative Writing
4.2.2 English Majors' Knowledge of Logical Connectors in Argumentations
4.2.3 English Majors' Comments on Argumentative Writing Teaching and Learning
Chapter Five Conclusion
5.1 Sumrnary of the Major Findings
5.2 Implications for Argumentative Writing Teaching
5.3 Limitations of the Study
5.4 Suggestions for Further Studies
BIBLIOGRAPHY
ABBREVIATIONS
APPENDIX Ⅰ
APPENDIX Ⅱ
APPENDIX Ⅲ
APPENDIX Ⅳ
ACKNOWLEDGEMENTS
PUBLISHED PAPERS
本文编号：4016504
【文章页数】：97 页
【学位级别】：硕士
【文章目录】：
ABSTRACT
摘要
Chapter One Introduction
1.1 Necessarity of the Study
1.2 Significance of the Present Study
1.3 Purposes of the Study
1.4 Research Method and Data Collection
1.5 Structure of the Thesis
Chapter Two Literature Review
2.1 Theories of Logical Connectors
2.1.1 Definition of Logical Connectors
2.1.2 Classification of Logical Connectors
2.1.2.1 Halliday and Hasan's Classification
2.1.2.2 Quirk et al.'s Classification
2.1.2.3 Classification in Common Practice
2.1.2.4 Logical Connectors in the Present Study
2.1.3 Functions of Logical Connectors
2.2 Relevant Studies on Logical Connectors
Chapter Three Methodology
3.1 Research Questions
3.2 The Corpora in the Study
3.2.1 Data Collection
3.2.1.1 Data Collection of English Majors' Argumentations
3.2.1.2 Data Collection of Model Argumentations
3.2.2 Comparability between the two corpora
3.3 Research Instruments
3.3.1 Wconcord Software
3.3.2 AntConc 3.2.4
3.3.3 SPSS 16.0
3.3.4 Questionnaire
3.4 Data Processing
3.4.1 Tagging and Coding of Logical Connectors
3.4.2 Searching for Logical Connectors
3.4.3 Calculating Percentages
3.4.4 Calculating Chi-Square
Chapter Four Results and Discussion
4.1 Distribution of Logical Connectors in EMAC and MAC
4.1.1 General Characteristics of Logical Connectors in EMAC and MAC
4.1.2 Characteristics of Each Type of Logical Connector in EMAC and MAC
4.2 Analyses of the Questionnaire Results
4.2.1 English Majors' Attitudes towards Argumentative Writing
4.2.2 English Majors' Knowledge of Logical Connectors in Argumentations
4.2.3 English Majors' Comments on Argumentative Writing Teaching and Learning
Chapter Five Conclusion
5.1 Sumrnary of the Major Findings
5.2 Implications for Argumentative Writing Teaching
5.3 Limitations of the Study
5.4 Suggestions for Further Studies
BIBLIOGRAPHY
ABBREVIATIONS
APPENDIX Ⅰ
APPENDIX Ⅱ
APPENDIX Ⅲ
APPENDIX Ⅳ
ACKNOWLEDGEMENTS
PUBLISHED PAPERS
本文编号：4016504
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