中国英语学习者说明文中词汇衔接手段研究

发布时间：2018-05-04 22:07

本文选题：衔接 + 词汇衔接手段　；参考：《河北师范大学》2017年硕士论文

【摘要】：英语写作是表达思想和感情的工具,在外语教学中占据十分重要的位置。写作的主要目的在于建构衔接和连贯的文本,以达成有效的交流。衔接有助于构建条理清晰的文本及全面完整的语篇信息,在写作中至关重要。而作为衔接中重要手段之一的词汇衔接手段,是近年来应用语言学界和话语分析领域研究的热门话题。尽管国内外学者均对写作中词汇衔接手段进行了探讨与研究,但研究结果差异较大,需要更多相关研究来验证。基于此,本文以韩礼德和哈桑提出的衔接理论(1976)为理论框架,并借鉴侯易的词汇衔接分类,将词汇衔接分为简单重复、复杂重复、同义关系、反义关系、上下义关系及概括词六类,具体的研究问题是发现六类词汇衔接手段在中国英语学习者的说明文中总体情况,高分组和低分组学生写作在使用词汇衔接手段上的异同,以及词汇衔接手段与写作质量的关系。本研究的文本选自《中国学生英语口笔语语料库(2.0版)》中的笔语语料库,采用定性和定量相结合的方法,分别对高质量组和低质量两组学生共180篇说明文中的词汇衔接手段运用情况进行了分析。本研究首先通过办公软件统计文本中所用的词汇衔接手段的总体情况;采取独立样本T检验来分析两组在词汇衔接手段的差异;运用相关分析及案例分析来研究词汇衔接手段与作文质量的关系。主要研究结果如下:中国英语学习者说明文中的使用频率从高到底依次是简单重复,复杂重复,近义关系,反义关系,上下义关系及概括词;通过独立样本T检验发现,高分组在同义关系,上下义关系,及概括词三种词汇衔接手段与低分组有显著差异,且高分组学生使用词汇衔接手段数量上比低分组学生要多,且丰富,水平更高;通过相关性研究发现,六种词汇衔接手段中,同义词、上下义词和概括词的使用与其作文质量有正相关的关系。通过对中国英语学习者对词汇衔接手段的使用,旨在提高教师对词汇衔接手段的重视程度,以及在教学中增加相应的讲解及练习,从而使学生养成在写作中灵活运用词汇衔接的能力。
[Abstract]:English writing is a tool for expressing thoughts and feelings and plays an important role in foreign language teaching. The main purpose of writing is to construct cohesive and coherent texts in order to achieve effective communication. Cohesion helps to build coherent texts and complete textual information, which is of great importance in writing. As one of the most important devices in cohesion, lexical cohesion is a hot topic in the field of applied linguistics and discourse analysis in recent years. Although scholars both at home and abroad have explored and studied lexical cohesion in writing, the results of the study are quite different and need more relevant research to verify. Based on this, this paper takes the cohesion theory put forward by Halliday and Hasan as the theoretical framework, and draws lessons from Hou Yi's lexical cohesion classification, classifies lexical cohesion into simple repetition, complex repetition, synonymy relation and antisense relationship. The specific problem is to find out that the six types of lexical cohesive devices are in the general situation of Chinese EFL learners, and the similarities and differences in the use of lexical cohesive devices between high-score and low-group students. And the relationship between lexical cohesion and writing quality. The text of the present study is selected from the pen corpus of Chinese students' English colloquial pen Corpus 2.0, and adopts the method of combining qualitative and quantitative analysis. This paper analyzes the use of lexical cohesive devices in 180 narrative texts of high quality and low quality students. In this study, the general situation of lexical cohesive devices used in the statistical text of office software is first analyzed, and the differences between the two groups in lexical cohesive devices are analyzed by using independent sample T test. Correlation analysis and case study are used to study the relationship between lexical cohesion and composition quality. The main results of this study are as follows: the frequency of Chinese EFL learners' use from high to bottom is simple repetition, complex repetition, synonymy, antonym, upper and lower semantic relations and generalizations, and is found by independent sample T test. There are significant differences among the three lexical cohesive devices of synonymous relation, upper and lower semantic relation, and generalization word between the high score group and the low group, and the number of lexical cohesive devices used by the high score group students is more than that of the low group students, and the students in the high score group use more, richer and higher level of lexical cohesive devices than the low group students. It is found that among the six lexical cohesive devices, the use of synonyms, synonyms and generalizations is positively related to the quality of their compositions. Through the use of lexical cohesive devices by Chinese EFL learners, the purpose of this paper is to increase teachers' attention to lexical cohesive devices and to increase the corresponding explanation and practice in teaching. So that students develop the ability of flexible use of lexical cohesion in writing.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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