基于中英文语衔接手段大学英语写作中的应用对比研究：Applied Research of

发布时间：2015-06-19 08:26

论文题目：Applied Research of College English Writing Based on Contrast between English and Chinese Discourse Cohesive Devices
论文语种：英文
写作报酬：11000
您的研究方向：英语
是否有数据处理要求：是
您的学校背景：上海地方高校，所学专业为外国语言学及应用语言学
要求字数：25000英文单词
论文用途：硕士毕业论文
是否需要盲审（博士或硕士生有这个需要）：否
补充要求和说明：1.论文中需要用到实验和数据； 2.我有开题报告，可否给我修改下； 3.论文参考文献格式就按照上海这边英语专业硕士论文的要求； 4.参考文献数量在40本左右； 5.硕士论文，非在职，是学术类，外国语言学及应用语言学专业； 6.引用率不超过20%。
 

ABSTRACT

From the writing score analysis of Chinese CET-4 and CET-6 in recent years, it can be concluded that college students’ English writing competence exists obvious deficiency and needs to be improved. The first part in Chinese CET-4 and CET-6 is writing, and writing is always students’ weak spot with not ideal score. Li Hanqiang ever made statics in 2005. Taking CET-4 and CET-6 in 2002 as an example, according to the statics of CET-4 and CET-6 examining committee, the average score of CET-4 writing in Chinese key universities was 7.28 points, and was only 49 points in hundred-mark system; however, the non-key universities was 6.37 points, and was 42 points in hundred-mark system. According to related survey, in the four tests of listening, speaking, reading and writing, the greater pressure of students comes from the writing test part. Judging from this, it can be concluded that among all the English standardized tests, English writing is a hot potato confronted by students all the time.  
 From perspective of Chinese domestic research to contrast between English and Chinese, the research direction is quite clear. Conducting English teaching and research is based on English and compares English with Chinese. The target of contrastive analysis is to contrast the differences and similarities of pronunciation, vocabulary and grammar between learners’ mother tongue and target language, and analyze the source. In teaching process, teacher should contrast the differences of cohesive devices, writing style and text structure between English and Chinese, increase the discussion and analysis to the differences of cohesive devices, promote students to get rid of the influence of Chinese thinking mode, and write out more acceptable English writings. Through emphasizing discourse cohesion knowledge, it can help students master writing conception framework and improve structure planning ability.  
The practical value of this topic lies in cultivating students’ English and Chinese comparative consciousness in writing process, further cultivating the comparative consciousness of any output process, and finally improving students’ English writing level, through the objective carrier of college English writing teaching and practical application of research achievements in contrast between English and Chinese. 

 

摘   要

从近几年大学英语四、六级写作成绩分析来看，学生的英文写作能力存在明显缺陷，亟需提高。大学英语四、六级考试的第一部分就是写作，这不仅是学生的弱项，而且得分也不近理想。李汉强于2005年对2002年的大学英语四、六级考试的写作成绩做过统计分析，，全国重点大学的四级写作的平均成绩为7.28分（换算成百分制为49分），然而非重点院校的四级写作的平均成绩仅为6.37分（换算成百分制为42分）。根据相关调查，在听、说、读、写四个部分，学生最大的压力来源于写作部分。从这点看来，在所有的英语标准化考试中，写作确实是学生面对的一大难题。

笔者尝试将英汉对比的相关理论运用于大学英语写作教学当中，以期寻求一种更加有效的大学英语写作教学的方法。然而，英汉对比的相关理论繁多复杂，为应用研究选取合适的理论视角特别重要。在综合分析研究学生写作水平之后，笔者决定选取英汉语篇衔接手段对比这一切入点来进行分析。对比分析的目标在于对比和比较两种语言在语音、词汇和语法等方面的相似点和不同点并分析其原因。因此，教师在教学中应该主动向学生介绍英汉两种语言在衔接手段、写作风格和文章结构等方面的异同，增加学生对英汉衔接手段对比的讨论和分析，从而促进学生摆脱中式思维的写作模式，写出更加地道的英文作文。
本论文的实际价值在于培养学生在写作过程中的英汉语篇衔接手段的对比意识，从而提高任何输出型表达的对比意识，最终提高学生的英文写作能力。

TABLE OF CONTENTS

ABSTRACT i
TABLE OF CONTENTS iv
CHAPTER ONE INTRODUCTION 1
1.1 Research Background 1
1.2 Research Aims 3
1.3 Research Methods 4
1.4 Outline 4
CHAPTER TWO LITERATURE REVIEW 6
2.1 Previous Studies on Discourse Cohesion 6
2.1.1 The Definition of Discourse 6
2.1.2 The Definition of Discourse Cohesion 6
2.1.3 Introduction of Cohesion 7
2.1.4 The Studies on Cohesion Abroad 10
2.1.5 The Studies on Cohesion at Home 12
2.1.6 Applied Research in China 14
2.2 Previous studies on College English writing 16
.....................
2.2.4 The Studies on EFL Writing Teaching At Home 25
2.3 Problems in College English Writing 27
2.3.1 Problems 28
2.3.2 Teaching Difficulties 30
CHAPTER 3 THEORETICAL FRAMEWORK 32
3.1 Discourse Cohesion 32
3.2 College English writing in the framework of Discourse cohesion 36
3.2.1 Current Situation 36
3.2.2 Suggestions to College English Teaching 38
CHAPTER FOUR EXPERIMENT AND DATA ANALYSIS 40
4.1 Questionnaire designing 40
4.1.1 The Objectives 40
4.1.2 The Subjects 40
4.1.3 The Methods 41
4.2 Experiment 43
4.2.1 The Preparatory Phase 43
..................................
4.5 Analysis in the Framework of Discourse Cohesion 56
4.5.1 Analysis of the Research 56
4.5.2 Reflection of the Research 60
4.5.4 Suggestions for College English Writing 64
CHAPTER FIVE CONCLUSION 70
5.1 Major Findings 70
5.1.1 Current Research Condition 70
5.1.2 Value of the Research 71
5.1.3 Discourse Cohesion 71
5.1.4 Second Language Writing Teaching 73
5.1.5 Contrastive Analysis 74
5.1.6 College English Writing Teaching 76
5.1.7 Research Method 77
5.1.8 Limitations 78
5.1.9 Recommendations 78
5.2 Recommendations for Future Research 81
REFERENCES 83
中文参考文献 84
APPENDIX 1 87
APPENDIX 2 90

CHAPTER ONE INTRODUCTION 

1.1 Research Background

Along with Chinese entering into WTO and constant changes of international market economy, global exchanges day by day. China has frequently communicate with the outside world; as a result, more institutions and companies put forward higher demands for undergraduates’ English ability of listening, speaking, reading and writing. Among all these abilities, English writing is an important skill. In many fields like science and technology, economy, culture and physical education, people usually use different literary forms (including dissertation, report and letter) to communicate with the outside world. Therefore, University English Syllabus has clear requirements for writing; in order to adapt to this demand, various English examinations list writing as significant content in examination, and CET-4 and CET-6 even set the minimum score for writing (Li Hanqiang, 2003). All of these phenomena require students pay more attention to writing. However, no matter in class, practice after class or all kinds of examinations, students’ general performance in English writing is poor, such as grammatical mistake, expression does not convey the idea, sentence structure is in disorder, genre and form are not clear, viewpoint is ambiguous, and content is inane (Lian Shuneng, 2010). Writing is always an intractable link in college English teaching. On the one hand, many teachers think it is difficult to teach writing, and their great efforts have little effect; on the other hand, students response that writing is difficult, and though after repeated practice, it is not easy to improve the writing competence. 
From the writing score analysis of Chinese CET-4 and CET-6 in recent years, it can be concluded that college students’ English writing competence has deficiency which needs to be improved. The first part in Chinese CET-4 and CET-6 is writing, and writing is always students’ weak spot with not ideal score. Li Hanqiang ever made statics in 2003. Taking CET-4 and CET-6 in 2002 as an example, according to the statics of CET-4 and CET-6 examining committee, the average score of CET-4 writing in Chinese key universities was 7.28 points, and was only 49 points in hundred-mark system; however, the non-key universities was 6.37 points, and was 42 points in hundred-mark system. The average score of CET-4 writing was 7.32 points and 7.18 points (Li Hanqiang, 2003). According to related survey, in the four tests of listening, speaking, reading and writing, the greater pressure of students comes from the writing test part. Judging from this, it can be concluded that among all the English standardized tests, English writing is a hot potato confronted by students all the time. 
From the analysis to writing score in CET-4 and CET-6 in recent years, it can be learned that students’ English writing level has obvious deficiency. English and Chinese belong to different language families with distinctive differences. The author feels that writing does is students’ stumbling block in colleague English writing. There are many students unwilling to write, not good at writing or making short shrift of writing practice. Some surveys find that 75% students think reading is the part they can get the fastest progress; secondly, it is listening; and students regard writing and speaking ability improving has slow rapid (Zou Xiaoling, 2000：26). Cai Jigang also points out that Chinese students’ writing ability lags far behind of their grammar, vocabulary, and reading capacity (Cai Jigang, 2002:51). This also appears in the author’s writing teaching. Most students’ oral expression ability is not equal to their writing (these two parts are members of output of the language).   

 

REFERENCES

Beaugrande, R. De & Dressler,W.U. (1981). Introduction to Text Linguistics. London：Longman
Brown,G. & Yule,G. (1983). Discourse Analysis. London：Longman
Brown, Douglas. Principles of Language Learning and Teaching[M]. New Jersey: Prentice hall Regents,1994.
Fisiak, J.(ed). (1981). Contranstive Linguistics and the Language Teacher. Oxford: Pergamon Press
Fries,C.C. (1947). Teaching and Learning English as a Foreign Language. University of Michigan Press
Halliday, M.A.K. & Hasan, R. (2001). Cohesion in English. Beijing: Foreign Language Teaching and Research Press
Halliday, M.A.K. (2008). An Introduction to Functional Grammar. Beijing: Foreign Language Teaching and Research Press
James,C. (1980). Contrastive Analysis. Singapore: Longman
Krashen,S.(1984).Writing: Research, Theory and Applications. Oxford: Pergoman Institute of English
Lado,R. (1957). Linguistics Across Cultures. Ann Arbor: University of Michigan Press
Weigle,S,C. (2002). Assessing Writing. Cambridge University Press
Zamel, V. (1982). Writing: The process of discovering meaning. TESOL Quarterly, 16： 195-209

 

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