衔接理论应用于高中英语段落写作教学的实证研究

发布时间：2018-03-28 16:57

本文选题：衔接理论　切入点：段落写作　出处：《渤海大学》2017年硕士论文

【摘要】：国家制定的《高中义务教育英语课程标准》(以下简称《新课标》)的颁布和实施标志着我国基础教育英语课程改革进入到一个崭新的发展时期。在课堂教学中,过去那种在应试教育影响下的教师过分注重语法、句子结构和做题技巧的现象正在逐步好转。近年来,随着高中英语课程改革的不断深入,高中学生的听、说、读、写四种技能的训练有所加强,他们的实践能力也得到了一定的提高。然而,相对而言,写作方面的状况并不乐观。通过对学生习作的观察分析以及相关调查研究发现,学生在写作上存在着谋篇意识不强,衔接手段缺失,过渡词使用不合理等现象。故而导致了写作内容语篇不连贯,篇章意识薄弱,缺乏条理,结构松散。同时,在全面深化教育体制改革和重视发展学生核心素养的大背景下,加强写作教学和写作训练显得尤为必要。以往的研究多注重于对写作篇章整体的训练,这样的训练在短时间内无法到达明显的效果。因此,笔者将重点从段落写作入手,将衔接理论应用于其中,通过段落写作的训练实现学生在写作成绩的提高。由系统功能语言学创始者韩礼德和哈桑合著的《英语的衔接》的出版,标志着衔接理论的创立。多年来,在众多专家学者的研究和探讨下,衔接理论已经发展为可以应用于文体学、翻译学和外语教学等多领域的理论模式。本文将对衔接理论在高中英语段落写作教学中的应用进行实证研究,试图通过实验验证衔接理论应用于高中英语段落写作课堂教学能否有助于提高学生英语段落写作意识与能力。本文研究问题有二个:1、衔接理论应用于高中英语段落写作教学能提高学生的段落写作意识吗?2、衔接理论应用于高中英语段落写作教学能提高学生的英语写作成绩吗?为了回答上述研究问题,笔者实施了为期16周的教学实验。实验对象为高二年级两个班的70名学生。通过前测,两个班的英语写作水平相当。实验材料为外语教学与研究出版社的英语教材必修五。实验工具包括调查问卷、测试、访谈和SPSS数据分析软件。教学实验后,笔者收集数据并进行分析。通过数据分析,可以得出如下结论:首先,衔接理论应用于高中英语段落写作教学能提高学生英语段落写作意识与能力,通过衔接手段的教授和训练,学生的段落写作意识明显增强。其次,衔接理论能提高学生的英语写作成绩,通过对衔接手段的训练,学生的写作质量明显提高,写作成绩也相应提高。综上所述,本研究结果表明衔接理论可以提高学生的英语写作水平。
[Abstract]:The promulgation and implementation of the National English Curriculum Standard for compulsory Education in Senior Middle School (hereinafter referred to as "the New Curriculum Standard") marks the beginning of a new period of development in the reform of the English curriculum for basic education in China. In the past, teachers under the influence of examination-oriented education were gradually improving the phenomenon of paying too much attention to grammar, sentence structure and skills of doing questions. In recent years, with the deepening of English curriculum reform in senior high schools, senior high school students listen, speak, and read. The training of writing four skills has been strengthened, and their practical ability has been improved. However, the situation in writing is not optimistic. Through the observation and analysis of students' exercises and related research, we find that, There are some phenomena in the writing of students, such as weak sense of seeking text, lack of cohesive devices, unreasonable use of transitional words and so on, which lead to discoherence of content, weak sense of text, lack of organization and loose structure. Under the background of deepening the reform of educational system and developing students' core accomplishment, it is necessary to strengthen writing teaching and writing training. This kind of training can not get obvious effect in a short period of time. Therefore, the author will focus on paragraph writing and apply cohesion theory to it. Through the training of paragraph writing, students' writing achievement can be improved. The publication of cohesion in English, co-authored by Halliday and Hasan, the founder of systemic functional linguistics, marks the foundation of cohesion theory. Under the research and discussion of many experts and scholars, cohesion theory has been developed to be applicable to stylistics. This paper makes an empirical study on the application of cohesion theory in the teaching of English paragraph writing in senior high school. This paper tries to verify whether the application of cohesion theory to the classroom teaching of high school English paragraph writing can help improve the students' consciousness and ability of writing English paragraphs. There are two questions in this study: 1: 1, and the cohesion theory is applied to senior high school English paragraphs. Can the teaching of falling writing improve the students' sense of paragraph writing? 2. Can the application of cohesion theory to the teaching of English paragraph writing in senior high school improve students' English writing scores? In order to answer the above questions, the author carried out a 16-week teaching experiment. The subjects were 70 students from two classes of grade two in senior high school. The two classes have the same level of English writing. The experimental materials are required for the English teaching materials of the Foreign language Teaching and Research Publishing House. 5. The experimental tools include questionnaires, tests, interviews and SPSS data analysis software. The author collects and analyzes the data. Through the data analysis, the following conclusions can be drawn: firstly, the application of cohesion theory to the teaching of English paragraph writing in senior high school can improve the students' awareness and ability of English paragraph writing. Through the teaching and training of cohesive devices, the students' sense of paragraph writing is obviously enhanced. Secondly, cohesion theory can improve students' English writing scores, and the quality of students' writing can be improved obviously through the training of cohesive devices. In conclusion, the present study shows that cohesion theory can improve students' English writing proficiency.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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