中考完形填空试题中指称衔接手段研究
发布时间：2018-12-09 14:51
【摘要】：自1976年,韩礼德和哈桑共同出版《英语的衔接》起,衔接理论在现代语言学中吸引了大量学者的广泛关注。《英语的衔接》也标志着衔接理论的建立。韩礼德和哈桑认为语篇特征是由衔接理论来体现的,使语篇各部分相连成为可能,同时将衔接理论划分为了五大类,分别是指称、替代、省略、连接和词汇衔接,并且对每一种衔接都就行了详细的解释说明。他们对衔接的研究为衔接理论奠定了坚实的基础。本文主要是以衔接理论中的指称衔接理论为基础主要研究哈尔滨中考完形填空衔接手段的应用。本文首先介绍了半个多世纪以来国内外学者对指称衔接理论的相关研究,大体上看,国外学者主要研究指称衔接理论和衔接手段的研究,而国内学者主要针对指称衔接的手段和方式等方面扩充。除此之外,国内学者还将衔接理论与外国教学理论相结合,丰富其理论的应用性。而且大量实验已经证明,衔接理论在阅读理解中发挥了积极的作用。在这过程中,作者也发现,随着衔接理论的发展和完善,在发表的研究报告和学术论文都是关于阅读理解和英语写作教学的,但以衔接理论对于完形填空的研究却很少,而对于初中完形填空的研究却少之又少,并且已有的研究大部分都是对大学英语四、六,高考和考研为基础的,而本文基于指称衔接理论对哈尔滨中考英语完形填空的应用研究正好填补了这一空白。完形填空是考察学生英语综合运用能力的经典题型,也是作为近十几年来中考英语必考题型。对于中学生来说,完形填空在考试中已经成为学生丢分最多的地方。大部分原因是由于学生对于语篇的衔接没有整体的认识。基于这种情况本文主要讨论了以下问题,一是在初中完形填空中、哪种指称衔接理论被最广泛的应用?二是通过使用这种衔接理论,学生是否可以提高处理完形填空的能力?三是如果使用指称衔接理论有一定的效果,学生是否能将指称衔接理论付之实践?本文作者对28篇中考完形填空试题进行分析和研究发现,指称衔接理论是衔接理论在语篇分析中起着重要的作用,对语篇的构建发挥了重要作用,对于完形填空的处理也有很大的帮助。而且指称衔接也是容易被中学生理解而运用的理论。,指称衔接理论的三种形式:人称指称,指示指称和比较指称都适用于中考完形填空,而且人称指代是应用最广泛的类型。同时作者对30名九年级的中学生为研究对象,采取对比实验教学的方法来证明学生对指称衔接理论的学习有助于处理完形填空这种题型。本文主要分为五部分进行研究,分别为介绍,文献综述,研究理论框架,指称衔接对中考英语完形填空的研究和结论。
[Abstract]:Since Halliday and Hasan jointly published cohesion in English in 1976, cohesion theory has attracted the attention of a large number of scholars in modern linguistics. Cohesion in English also marks the establishment of cohesion theory. Halliday and Hasan hold that the characteristics of discourse are embodied by cohesion theory, which makes it possible to connect the parts of the text. At the same time, cohesion theory is divided into five categories, namely, reference, substitution, ellipsis, connection and lexical cohesion. And each kind of cohesion is explained in detail. Their research on cohesion lays a solid foundation for cohesion theory. Based on the referential cohesion theory in cohesion theory, this paper mainly studies the application of cloze-filled cohesive devices in Harbin Middle School. This paper first introduces the research on referential cohesion theory at home and abroad for more than half a century. In general, foreign scholars mainly study the referential cohesion theory and cohesive devices. Domestic scholars mainly expand on the means and methods of referential cohesion. In addition, domestic scholars combine cohesion theory with foreign teaching theory to enrich the application of their theories. Moreover, a large number of experiments have proved that cohesion theory plays an active role in reading comprehension. In this process, the author also finds that with the development and improvement of cohesion theory, the published research reports and academic papers are on reading comprehension and English writing teaching, but the cloze theory is rarely used to fill in cloze. However, there are very few studies on cloze in junior high school, and most of the existing studies are based on college English 4, 6, college entrance examination and postgraduate entrance examination. Based on the referential cohesion theory, this paper studies the application of cloze in Harbin Middle School. Cloze is a classical test to investigate students' English comprehensive ability, and it is also a necessary English test for middle school students in the past ten years. For middle school students, cloze filling has become the place where students lose the most points. Most of the reasons are that the students do not have a whole understanding of the cohesion of the text. Based on this situation, this paper mainly discusses the following questions: first, which referential cohesion theory is most widely used in cloze filling in junior high school? Second, by using this theory of cohesion, can students improve their ability to deal with cloze and fill in the blanks? Third, if the use of referential cohesion theory has a certain effect, can students put the referential cohesion theory into practice? Based on the analysis and study of 28 cloze test questions, the author finds that the referential cohesion theory plays an important role in discourse analysis and plays an important role in the construction of discourse. It is also of great help to the processing of cloze filling. Moreover, referential cohesion is also a theory easily understood by middle school students. The three forms of referential cohesion theory are personal reference, demonstrative reference and comparative reference, all of which are suitable for cloze filling in the middle school test, and person anaphora is the most widely used type. At the same time, 30 middle school students in grade 9 were chosen as the research objects, and the comparative experimental teaching method was used to prove that students' learning of referential cohesion theory can help to deal with the cloze problem. This paper is divided into five parts: introduction, literature review, theoretical framework and referential cohesion in the study of cloze in the middle school.
【学位授予单位】：东北农业大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H315
本文编号：2369563
[Abstract]:Since Halliday and Hasan jointly published cohesion in English in 1976, cohesion theory has attracted the attention of a large number of scholars in modern linguistics. Cohesion in English also marks the establishment of cohesion theory. Halliday and Hasan hold that the characteristics of discourse are embodied by cohesion theory, which makes it possible to connect the parts of the text. At the same time, cohesion theory is divided into five categories, namely, reference, substitution, ellipsis, connection and lexical cohesion. And each kind of cohesion is explained in detail. Their research on cohesion lays a solid foundation for cohesion theory. Based on the referential cohesion theory in cohesion theory, this paper mainly studies the application of cloze-filled cohesive devices in Harbin Middle School. This paper first introduces the research on referential cohesion theory at home and abroad for more than half a century. In general, foreign scholars mainly study the referential cohesion theory and cohesive devices. Domestic scholars mainly expand on the means and methods of referential cohesion. In addition, domestic scholars combine cohesion theory with foreign teaching theory to enrich the application of their theories. Moreover, a large number of experiments have proved that cohesion theory plays an active role in reading comprehension. In this process, the author also finds that with the development and improvement of cohesion theory, the published research reports and academic papers are on reading comprehension and English writing teaching, but the cloze theory is rarely used to fill in cloze. However, there are very few studies on cloze in junior high school, and most of the existing studies are based on college English 4, 6, college entrance examination and postgraduate entrance examination. Based on the referential cohesion theory, this paper studies the application of cloze in Harbin Middle School. Cloze is a classical test to investigate students' English comprehensive ability, and it is also a necessary English test for middle school students in the past ten years. For middle school students, cloze filling has become the place where students lose the most points. Most of the reasons are that the students do not have a whole understanding of the cohesion of the text. Based on this situation, this paper mainly discusses the following questions: first, which referential cohesion theory is most widely used in cloze filling in junior high school? Second, by using this theory of cohesion, can students improve their ability to deal with cloze and fill in the blanks? Third, if the use of referential cohesion theory has a certain effect, can students put the referential cohesion theory into practice? Based on the analysis and study of 28 cloze test questions, the author finds that the referential cohesion theory plays an important role in discourse analysis and plays an important role in the construction of discourse. It is also of great help to the processing of cloze filling. Moreover, referential cohesion is also a theory easily understood by middle school students. The three forms of referential cohesion theory are personal reference, demonstrative reference and comparative reference, all of which are suitable for cloze filling in the middle school test, and person anaphora is the most widely used type. At the same time, 30 middle school students in grade 9 were chosen as the research objects, and the comparative experimental teaching method was used to prove that students' learning of referential cohesion theory can help to deal with the cloze problem. This paper is divided into five parts: introduction, literature review, theoretical framework and referential cohesion in the study of cloze in the middle school.
【学位授予单位】：东北农业大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H315
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