英语专业学生议论文写作中原因—结果组篇词语运用研究

发布时间：2018-04-23 11:51

本文选题：原因-结果组篇词语 + 语篇模式　；参考：《太原理工大学》2017年硕士论文

【摘要】：英语写作从本质上讲是使用语篇进行交际。对于英语专业学生来说,了解英语写作中的语篇模式,并运用形式多样的组篇词语,可以使英语写作得心应手。原因-结果组篇词语具有衔接连贯作用,它们的作用不是表达真正的思想内容,而是发挥着承上启下的组织功能。正是它们的存在才把文章中论据论点合理有序地连接起来。而议论文就是用论据证明论点,并陈述论据与论点之间因果关系的说理性文体。因此,在议论文写作中运用不同的原因-结果组篇词语来清晰地呈现因果关系在很大程度上决定写作的质量。自从语篇衔接理论诞生以来,很多学者开始对此进行研究。国内外许多学者对英语写作中的语篇模式分布情况进行了探索。但是笔者发现他们均将焦点关注于主张-反主张、观点-举例、问题-解决等基本模式及其相关的组篇词语,很少有学者对原因-结果语篇模式及其相关组篇词语在英语写作中的应用情况进行深入研究。此外,调查研究显示,对于大多数中国学生来说,不会恰当地用英语特有的篇章结构模式安排宏观结构,组篇词语积累单薄,不会用多种词语表达同一意义,更少有学生在写作中能够运用丰富的组篇词语使其文章衔接连贯。因此,本研究从原因-结果组篇词语的角度出发,对英语专业学生议论文写作中原因-结果组篇词语的使用情况进行研究,目的在于帮助学生把握英语文章的这种谋篇布局规律,并且能够运用丰富的因果组篇词语使文章衔接连贯,从而提高英语写作水平。鉴于此,本文采取语料库研究方法、问卷调查法、访谈法的综合研究思路进行研究。首先,建立两个语料库。第一个语料库的样本文本来自某理工大学英语专业二年级学生的专四作文,均为议论文,共284篇。第二个是参照语料库,选自比利时Louvain大学Sylviane Granger教授主持建设的LOCNESS(The Louvain Corpus of Native English Essay)鲁汶英语本族语作文语料库,语料库收集了美国本族语大学生英语议论文220篇。然后利用AntConc 3.2.4软件中的Concordance,抽取两个语料库里所有标注的因果组篇词语。通过对比分析,本文主要研究以下几个问题:(1)英语专业学生议论文写作中原因-结果组篇词语的使用和本族语者相比有何异同?(2)英语专业学生原因-结果组篇词语的使用频率如何?有哪些过度使用?哪些不常使用?哪些没有使用?(3)哪些因素影响了英语专业学生议论文写作中对原因-结果组篇词语的选用?研究结果表明:(1)从整体上看,英语专业学生议论文中原因-结果组篇词语的使用不仅种类少,而且使用频率也低于本族语学生。从表面上看,最常使用的前十种因果组篇词语基本一样;(2)英语专业学生在议论文写作中使用的短语形式的组篇词语相对较少;(3)与本族语学生相比,英语专业学生过度使用as,since,why,explain,so,hence,therefore,result等因果组篇词语,对accordingly,explanation,bring about,owing to/of,lead to,result in/from,as a consequence等词语使用不足。此外,共有21种因果组篇词语没有被英语专业学生使用;(4)在原因-结果语篇模式中,英语专业学生在文章中所使用的组篇词语单一、枯燥乏味缺乏说服力。为了更深入地了解造成上述结果的主要原因,作者还对英语专业学生进行了问卷调查和访谈。调查结果显示:(1)英语专业学生关于原因-结果组篇词语的知识输入几乎为零;(2)受学习策略的影响,在词汇输出方面,他们选择了回避策略;(3)英语专业学生不了解原因-结果语篇模式的内在规律。最后,针对以上研究结果,作者对未来英语议论文写作教学提出三条建设性意见:在二语写作教学中,教师应重视组篇词语的知识输入;鼓励学生以词链的形式积累词汇;加强语篇模式在英语写作中的应用。
[Abstract]:The essence of English writing is to use discourse to communicate. For English majors, to understand the text patterns in English writing and to use various forms of phrases can make English writing handy. It is their existence that connects the argument arguments in a reasonable and orderly way. The argumentative paper is a rational style that proves the argument with the argument and states the causal relationship between the argument and the argument. The present causality determines the quality of writing to a large extent. Since the birth of the theory of discourse cohesion, many scholars have begun to study it. Many scholars at home and abroad have explored the distribution of discourse patterns in English writing. But the author finds that they all focus on propositions counter propositions, views, examples, problems and solutions. Few scholars have studied the application of cause - result discourse pattern and its related text in English writing. In addition, research shows that for most Chinese students, the macro structure is not properly arranged in English specific text structure patterns. In this study, the use of causes and results in English Major Students' Argumentative Writing is studied from the perspective of cause and result group words. The purpose of this paper is to help students grasp the rules of the layout of English articles, and to make use of the rich and causality group words to make the articles coherent and thus improve the level of English writing. In view of this, this paper takes a corpus study method, questionnaire survey method and interview method to study. First, two corpus are established. The sample text of the first corpus comes from the four composition of a Polytechnic College English Major Grade Two, all of which are argumentative, 284. Second are reference corpora, selected from the LOCNESS (The Louvain Corpus of Native English Essay) from Professor Sylviane Granger of Louvain University in Belgium (The Louvain Corpus of Native English Essay) English native language composition The corpus collects 220 American Undergraduate English Argumentative Essays in American native language college students, and then uses Concordance in AntConc 3.2.4 software to extract all the causality phrases in two corpus. Through comparative analysis, this paper mainly studies the following questions: (1) the cause and result group words in English Major Students' Argumentative Writing What are the similarities and differences compared with those of the native speakers? (2) what is the frequency of the use of cause - result group words for English majors? What are over use? What are not used often? What are not used? (3) which factors affect the selection of original result group words in English Major Students' Argumentative Writing? The results show that (1) from the whole As a matter of body, the use of cause - result group words in English Majors' argumentative paper is not only less, but also less frequently used than native language students. On the surface, the most common use of the first ten causality groups is the same; (2) English Majors' phrases used in Argumentative Writing are relatively small; (3) Compared with native language students, English majors overuse as, since, why, explain, so, hence, therefore, result, and other words and phrases. In addition, there are 21 kinds of causality phrases that are not used by English majors. Use: (4) in the cause result discourse model, the English major students used in the article are single, dull and unpersuasive. In order to understand the main causes of the results, the author also conducted a questionnaire survey and interviews with English majors. The results showed that: (1) English majors about the original language The knowledge input of the result group words is almost zero; (2) influenced by the learning strategy, they choose the avoidance strategy in terms of vocabulary output; (3) the English majors do not understand the inherent law of the cause result discourse pattern. Finally, the author puts forward three constructive meanings to the teaching of future English argumentative writing. See: in the teaching of two language writing, teachers should attach importance to the knowledge input of group words and phrases, encourage students to accumulate vocabulary in the form of word chain, and strengthen the application of discourse patterns in English writing.

【学位授予单位】：太原理工大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

【参考文献】