高中生英语作文的修辞结构研究
发布时间：2018-09-08 15:30
【摘要】：修辞结构理论是关于自然语篇的生成和描述的理论。将修辞结构理论运用于高中生英语作文是一个新的研究视角。本研究选取了 60篇高中生英语作文,将其分为高水平组和低水平组,每组各30篇,在修辞结构理论框架下对两组作文进行修辞树状图标注、统计,并从修辞关系的数量、频率和分布以及修辞结构图示的上层结构等角度对两组作文进行比较。以期了解高中生高低水平作文在修辞结构上的异同,探索低水平作文在修辞结构关系上存在的不足。主要研究结果包括修辞关系的使用和修辞结构图示的上层结构两方面,一方面,就修辞关系使用上来说,首先,两组作文的最大差异在于高水平组的修辞关系使用总数及种类远多于低水平组,这表明高水平组作文的修辞结构更为复杂、多样。第二,虽然两组作文的主导修辞关系基本一致,如阐述关系、连接关系及非意愿性原因关系,但是主导关系在两组中使用总量上的排列顺序以及在修辞关系总量中所占的比重相差甚远,尤其是阐述关系的使用。第三,在低频率使用的修辞关系上,方式关系、分离关系、条件关系、对照关系在两组作文中的使用频率都低于2%,但是低水平组中的低频率修辞关系种类远多于高水平组。另外,研究发现,许多修辞关系都没有出现在高中生写作中,如除非关系、否则关系、意愿性原因关系等。最后,经过SPSS独立样本T检验得出高中生英语作文水平与修辞关系的使用有显著性差异。另一方面,就修辞结构图示的上层结构来说,两组作文的上层结构基本相同,特别是前两种修辞结构,最大差异在于上层结构中的第三层修辞关系使用以及每种类型的上层结构使用频率。本研究结果将有益于低水平英语学习者提高英语写作水平,同时也对二语写作教学有所启示。二语写作教学者应该更注重二语作文的布局、结构和逻辑,而不是一味强调作文中的措辞、语法、句法等。将修辞结构理论应用与二语写作教学不仅能给教师提供一个新的评估视角,而且将有益于二语学习者更合理地安排作文结构,提高英语写作水平。
[Abstract]:The theory of rhetorical structure is about the generation and description of natural discourse. It is a new perspective to apply rhetorical structure theory to senior high school students' English composition. The present study selects 60 English compositions for senior high school students and divides them into high level and low level groups, each with 30 compositions. Under the framework of rhetorical structure theory, the two groups of compositions are represented with tree icons, statistics, and the number of rhetorical relationships. This paper compares the two groups of compositions from the angles of frequency and distribution as well as the upper structure of rhetorical structure. The purpose of this paper is to find out the similarities and differences of high and low level composition in rhetoric structure and to explore the deficiency of the relationship between low level composition and high level composition. The main research results include the use of rhetorical relations and the upper structure of the figure of speech structure. On the one hand, as far as the use of rhetorical relations is concerned, first of all, The biggest difference between the two groups lies in the fact that the total number and types of rhetorical relations used in the high-level group are much more than those in the low-level group, which indicates that the rhetorical structure of the high-level group is more complex and diverse. Second, although the dominant rhetorical relationships between the two groups are basically the same, such as expounding relations, connecting relationships and unintentional causative relationships, However, the order of the total amount used in the two groups and the proportion of the total number of rhetorical relations in the dominant relationship are far different, especially the use of the expounding relationship. Thirdly, in the rhetorical relations of low frequency, mode relation, separation relation, conditional relation and contrast relation, the frequency of use in both groups is lower than that in two groups, but the types of low frequency rhetorical relation in low level group are much more than those in high level group. In addition, it is found that many rhetorical relationships do not appear in high school students' writing, such as the relationship unless the relationship, the relationship of willing reasons and so on. Finally, SPSS independent sample T test shows that there is a significant difference in the use of rhetorical relationship between the English composition level of senior high school students. On the other hand, as far as the upper structure of the figure of speech structure is concerned, the upper structure of the two groups of compositions is basically the same, especially the first two kinds of rhetoric structure. The biggest difference lies in the use of the third level of rhetoric in the upper structure and the frequency of each type of upper structure. The results of this study will be beneficial to low-level EFL learners to improve their English writing skills, and will also have implications for L2 writing teaching. Second language writing teachers should pay more attention to the layout, structure and logic of second language composition, rather than emphasizing the wording, grammar, syntax and so on. The application of rhetorical structure theory and second language writing teaching can not only provide teachers with a new perspective of assessment, but also benefit the second language learners in arranging their composition structure more rationally and improving their English writing proficiency.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
[Abstract]:The theory of rhetorical structure is about the generation and description of natural discourse. It is a new perspective to apply rhetorical structure theory to senior high school students' English composition. The present study selects 60 English compositions for senior high school students and divides them into high level and low level groups, each with 30 compositions. Under the framework of rhetorical structure theory, the two groups of compositions are represented with tree icons, statistics, and the number of rhetorical relationships. This paper compares the two groups of compositions from the angles of frequency and distribution as well as the upper structure of rhetorical structure. The purpose of this paper is to find out the similarities and differences of high and low level composition in rhetoric structure and to explore the deficiency of the relationship between low level composition and high level composition. The main research results include the use of rhetorical relations and the upper structure of the figure of speech structure. On the one hand, as far as the use of rhetorical relations is concerned, first of all, The biggest difference between the two groups lies in the fact that the total number and types of rhetorical relations used in the high-level group are much more than those in the low-level group, which indicates that the rhetorical structure of the high-level group is more complex and diverse. Second, although the dominant rhetorical relationships between the two groups are basically the same, such as expounding relations, connecting relationships and unintentional causative relationships, However, the order of the total amount used in the two groups and the proportion of the total number of rhetorical relations in the dominant relationship are far different, especially the use of the expounding relationship. Thirdly, in the rhetorical relations of low frequency, mode relation, separation relation, conditional relation and contrast relation, the frequency of use in both groups is lower than that in two groups, but the types of low frequency rhetorical relation in low level group are much more than those in high level group. In addition, it is found that many rhetorical relationships do not appear in high school students' writing, such as the relationship unless the relationship, the relationship of willing reasons and so on. Finally, SPSS independent sample T test shows that there is a significant difference in the use of rhetorical relationship between the English composition level of senior high school students. On the other hand, as far as the upper structure of the figure of speech structure is concerned, the upper structure of the two groups of compositions is basically the same, especially the first two kinds of rhetoric structure. The biggest difference lies in the use of the third level of rhetoric in the upper structure and the frequency of each type of upper structure. The results of this study will be beneficial to low-level EFL learners to improve their English writing skills, and will also have implications for L2 writing teaching. Second language writing teachers should pay more attention to the layout, structure and logic of second language composition, rather than emphasizing the wording, grammar, syntax and so on. The application of rhetorical structure theory and second language writing teaching can not only provide teachers with a new perspective of assessment, but also benefit the second language learners in arranging their composition structure more rationally and improving their English writing proficiency.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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