英语专业学生专四写作中的词汇衔接

发布时间：2018-03-16 11:54

本文选题：词汇衔接　切入点：衔接　出处：《哈尔滨工业大学》2017年硕士论文　论文类型：学位论文

【摘要】：写作能力是学习者语言输出水平的重要体现,英语专四考试中将写作作为考试形式之一来检测中国大学英语专业学生的英语写作水平,由于衔接对构成语篇的文本性(texture)有重要作用,专四写作考试的评分原则涉及了学生对衔接手段的运用。在韩礼德和哈桑的文本分析中词汇衔接占了所有衔接点的42%。此外词汇可以同不止一个词汇发生联系,因此词汇是一种经常在文本中形成多重关系的衔接手段。由此,词汇衔接在研究语篇的衔接上占据很大比例。自20世纪80年代以后,国外学者对词汇衔接手段可以在多大程度地决定写作质量这一问题上进行了探讨与研究,但至今仍没有给出明确的答案。而国内研究学者很少对词汇衔接进行定量分析,也很少从宏观角度把握词汇衔接的特点与本质,对词汇衔接与写作质量的关系也缺乏明确的证据。本文的主要目的在于探索词汇衔接和中国大学生英语作文质量的关系,并通过参考学生对其他衔接手段的运用及其语误的情况来试图了解词汇衔接手段作为评价对象是否具备独立性,并据此为英语写作教学提供一定的建议。本文研究选取了40份收录在CEM语料库中的专四作文为语料,基于韩礼德和哈桑(1976,1984)对词汇衔接的分类,并结合侯易(1991)及其他语言学家提出的词汇衔接类型做了一些修改,来分析英语专业学生对简单词汇重复、复杂词汇重复、同义词、反义词、上下义词和概括词这六种词汇衔接手段在英语专四写作中的使用情况。除了描述语料中词汇衔接手段的出现情况外,本文还试图针对三个具体问题进行了定量分析:(1)词汇衔接手段与连接、省略、指代和替代衔接手段是否存在相关性。(2)词汇衔接手段的使用与学生写作中所犯的错误是否存在相关性。(3)词汇衔接手段与学生的作文质量是否存在相关性。研究结果表明除连接之外,省略、指代和替代这些衔接手段的使用均与词汇衔接手段无相关性。词汇衔接手段的使用与学生写作中所犯的错误无相关性。复杂重复、同义词、反义词、上下义词和搭配词的使用对作文质量有显著贡献,高低分组学生在词汇衔接手段的使用频率上存在显著性差异。通过分析以上结果,本文认为教师应该在教学中有意识的增加对复杂重复、同义词、反义词、上下义词和搭配词的讲解,从而提高学生的写作水平。
[Abstract]:Writing ability is an important embodiment of learners' level of language output. Writing is considered as one of the test forms in EFL 4 to test the English writing level of Chinese college English majors. Cohesion plays an important role in the textuality of a text. In Halliday and Hasan's text analysis, lexical cohesion accounts for 42 of all cohesion points. Moreover, vocabulary can be associated with more than one vocabulary. Therefore, lexical cohesion is a kind of cohesive device which often forms multiple relations in the text. Therefore, lexical cohesion occupies a large proportion in the study of textual cohesion. Since 1980s, lexical cohesion has played an important role in the study of textual cohesion. Foreign scholars have explored and studied the extent to which lexical cohesive devices can determine the quality of writing, but they have not yet given a clear answer, while domestic researchers seldom make quantitative analysis of lexical cohesion. There is also a lack of clear evidence on the relationship between lexical cohesion and writing quality. The main purpose of this thesis is to explore the relationship between lexical cohesion and the quality of Chinese college students' English composition. By referring to the students' use of other cohesive devices and their errors, this paper tries to find out whether the lexical cohesive devices are independent or not. In this paper, 40 English writing compositions in CEM corpus are selected as the data, based on the classification of lexical cohesion by Halliday and Hasan (1976 / 1984). Combined with the lexical cohesion types proposed by Hou Yi-ying (1991) and other linguists, this paper makes some modifications to analyze English majors' views on simple vocabulary repetition, complex lexical repetition, synonym and antonym. In addition to describing the appearance of lexical cohesive devices in the corpus, the use of the six lexical cohesion devices in EFL writing is discussed. This paper also attempts to make a quantitative analysis of the lexical cohesive devices and connections on three specific issues, and omits them. Whether the use of lexical cohesive devices is related to the mistakes made in students' writing.) is there a correlation between lexical cohesive devices and the quality of students' compositions. The study concludes that there is a correlation between lexical cohesive devices and the quality of students' compositions. The result indicates that, in addition to the connection, The use of ellipsis, anaphora and substitution of these cohesive devices is not related to lexical cohesion. The use of lexical cohesive devices is not related to the mistakes made by students in writing, complex repetition, synonyms, antonyms, etc. The use of upper and lower semantic words and collocation words has a significant contribution to the quality of the composition, and there are significant differences in the frequency of the use of lexical cohesive devices among students of high and low groups. This paper holds that teachers should consciously increase the explanation of complex repetition, synonym, antonym, upper and lower semantic words and collocation words in order to improve the students' writing ability.
【学位授予单位】：哈尔滨工业大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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