基于图式—识解理论的英语议论文写作教学实证研究

发布时间：2018-05-31 05:51

本文选题：图式理论 + 识解理论　；参考：《四川外国语大学》2017年硕士论文

【摘要】：英语议论文写作是大学英语写作教学的重要组成部分,主要包括主题分析、语篇连贯和句法构造三方面的内容。前人主要从二语习得、系统功能语言学的角度进行探究,大多关注议论文写作的语言层面,很少聚焦其写作过程和认知机制。近年来,虽有学者从认知语言学的角度加以探究,但尚未有人结合图式理论和识解理论展开讨论,更别说将其应用于教学实践了。本文认为英语议论文写作是一个基于图式的动态识解过程并提出了基于图式-识解理论的写作教学方法。该教学方法包括四个准则,能够解释英语议论文写作过程中的认知机制。为了验证该教学方法的有效性,作者采用定性和定量的方法做了一个教学实证研究。实验对象是80名来自四川外国语大学非英语专业的大二学生。其中,实验班和控制班各40人。实验班和控制班的学生先完成一篇CET4的作文作为前测,再分别接受基于图式-识解教学法和传统教学法的写作教学指导,指导时间为四个月,然后再完成一篇CET4的作文作为后测。同时,在实验结束时,随机挑选15名实验班的学生接受老师的个人采访。最后,通过SPSS 16.0统计其相关数据,并对测试结果进行分析。本文提出的研究假设是:1.基于图式-识解理论的写作教学法能够提高学生在主题分析、语篇连贯和句法构造上的认知能力,从而提高其写作水平。2.基于图式-识解理论的写作教学法能够有效提高学生的写作兴趣。研究表明,写作是一个动态的心理认知加工过程,而基于图式的识解是处理主题和语码化最主要的认知方式。图式-识解理论中的四个准则(辖域,突显,视角,详略度)贯穿于写作的主题分析、语篇连贯和句法构造,促进了学生对议论文写作过程的认知,大幅提高了实验班学生的英语写作水平和写作兴趣。据此,作者提出了一些写作教学建议以提高大学英语写作教学的效率。
[Abstract]:Argumentative writing is an important part of college English writing teaching, which mainly includes thematic analysis, discourse coherence and syntactic construction. The previous studies mainly focus on the linguistic aspects of argumentative writing from the perspective of second language acquisition and systemic functional linguistics, with little focus on the process of writing and cognitive mechanism of argumentative writing. In recent years, although some scholars have explored it from the perspective of cognitive linguistics, no one has discussed it in combination with schema theory and construal theory, let alone applied it to teaching practice. This paper argues that argumentative writing is a dynamic process based on schemata and proposes a teaching method based on schema-construal theory. The teaching method includes four principles which can explain the cognitive mechanism in the process of argumentative writing. In order to verify the effectiveness of this teaching method, the author has done a teaching empirical study with qualitative and quantitative methods. The subjects were 80 non-English major sophomores from Sichuan Foreign Studies University. Among them, experimental class and control class each 40 students. The students in the experimental class and the control class first completed a CET4 composition as a pretest, and then received the instruction of writing teaching based on schema-construal teaching method and traditional teaching method, respectively. The instruction time was four months. Then complete a CET4 composition as a post-test. At the end of the experiment, 15 students from the experimental class were randomly selected to be interviewed by the teacher. Finally, SPSS 16.0 is used to calculate the relevant data, and the test results are analyzed. The research hypothesis proposed in this paper is: 1. The writing teaching method based on schema-interpretation theory can improve students' cognitive ability in topic analysis, text coherence and syntactic structure, thus improving their writing level. The writing teaching method based on schemata-interpretation theory can effectively enhance students' interest in writing. The study shows that writing is a dynamic process of psychological cognition, and schema-based interpretation is the most important cognitive way to deal with topics and codesations. The four principles in schema-interpretation theory (scope, prominence, visual angle, detail degree) run through the thematic analysis, text coherence and syntactic structure of writing, and promote students' cognition of argumentative writing process. It has greatly improved the students' English writing level and writing interest in the experimental class. Accordingly, the author puts forward some suggestions to improve the efficiency of college English writing teaching.
【学位授予单位】：四川外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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