高中生英语写作语篇衔接发展状况研究

发布时间：2018-04-29 22:14

本文选题：高中生英语写作 + 语篇衔接　；参考：《闽南师范大学》2017年硕士论文

【摘要】：英语写作是一项重要的语言输出技能。对高中生而言,英语写作能力是衡量其英语综合水平的重要指标。然而,我国的中学英语教学中,写作是个薄弱环节,学习者普遍缺乏专门系统的指导,导致大部分高中生英语写作水平低于新课标与大纲的要求,写作中容易出现词汇、句子、谋篇布局等方面的错误。衔接手段的运用与语篇质量有直接的关系。因此,有必要探究学生英语作文中衔接手段的应用情况。本研究以Halliday和Hasan的语篇衔接理论为分析框架,从指称、替代、省略、连接和词汇衔接五个维度观察高中生英语写作语篇衔接发展状况。研究以福建省漳州市第一中学高中部2014级的31名学生的英语作文为对象,采用定性与定量对比分析,进行了两年多的跟踪研究,共收集了93份英语作文样本作为数据来源,并采用单因素重复测量方差分析加以统计分析。本研究要探索的问题是:学生从高一至高三的作文中各种衔接手段的应用分别有何实质性变化?结果发现:1)在指称的使用方面,高一与高二没有显著性差异,高二与高三具有显著性差异,高三阶段的指称使用较之前有小幅增加;2)替代和省略方面,学生在作文中使用极少,原因可能在于替代和省略主要用于对话中,其次学生未能熟练掌握替代与省略的使用方法;3)连接的使用方面,高一与高二无显著性差异,高二与高三具有显著性差异,在高三年呈增长之势,但增长幅度小;4)词汇衔接的使用方面,高一至高三无显著性差异。鉴于此,笔者建议在高中英语写作教学中,要有意识地加强语篇分析和衔接手段使用的训练,重点把握词汇衔接、替代、省略的学习与运用。
[Abstract]:English writing is an important language output skill. For senior high school students, English writing ability is an important index to measure their English comprehensive level. However, in the middle school English teaching in our country, writing is a weak link, and learners generally lack special and systematic guidance, which leads to the majority of senior high school students' English writing level being lower than the requirements of the new curriculum and syllabus, and vocabulary and sentences are easy to appear in the writing. A mistake in the layout of an article. The use of cohesive devices is directly related to the quality of the text. Therefore, it is necessary to explore the application of cohesive devices in English composition. Based on the discourse cohesion theory of Halliday and Hasan, the present study observes the development of discourse cohesion in senior high school students from the five dimensions of reference, substitution, ellipsis, connection and lexical cohesion. Taking 31 students of Grade 2014 of Grade 2014 of No. 1 Middle School in Zhangzhou City, Fujian Province as the object of the study, a comparative study of qualitative and quantitative analysis was carried out for more than two years. A total of 93 samples of English compositions were collected as data sources. The single factor repeated measurement variance analysis was used for statistical analysis. The question to be explored in this study is: what are the substantive changes in the application of various cohesive devices in students' compositions from Senior one to Senior three? The results showed that there was no significant difference in the use of reference between Senior one and Grade two, but there was a significant difference between Senior two and Grade three, and the use of reference in Senior 3 was slightly higher than before. The reason may be that substitution and ellipsis are mainly used in dialogue. Secondly, the students can not master the use of substitution and ellipsis. There is no significant difference between Senior one and Grade two, but there is significant difference between Senior two and Grade three. There is no significant difference in the use of lexical cohesion between Senior one and High three. In view of this, the author suggests that in the teaching of English writing in senior high school, we should consciously strengthen the training of discourse analysis and cohesive devices, and focus on the study and application of lexical cohesion, substitution and ellipsis.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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