基于顺应理论视角下的英语写作教学

发布时间：2018-07-07 10:54

本文选题：顺应理论 + 大学英语写作教学　；参考：《青岛科技大学》2009年硕士论文

【摘要】： 大学英语写作教学大纲对写作的具体要求是切题,思想表达清楚、文字通顺,连贯性较好和语言错误较少。切题是指在形式上诸如段落、字数、文体、格式等方面满足题目要求,并在内容上没有偏差;表达清楚、条理清晰;着眼于学生对文章结构的掌握,要求文章主题观点明确,论证陈述主次分明;文字通畅,连贯性较好,针对学生对过渡句和连接词或词组掌握运用程度的考察,要求文章句子内部与句子之间连贯通顺;语言错误较少,旨在强调学生语言基本功的掌握。但是许多学生的写作水平远远达不到如上要求,写作中的问题主要表现为学生对词汇短语的选择及词语搭配不恰当,词汇短语的选择运用不符合语言逻辑和使用规范,写作中句式单一,文章平淡呆板;句子之间衔接不够紧凑,很多句子只做到了意义上的连贯,而缺少形式上必要的连接和过渡等。目前大学英语写作教学通常采用的方法有结果法、过程法和体裁教学法。这些写作方法培养了学生的思维和语言表达能力,使学生掌握了相对稳定、可以依赖的语篇模式,在指导学生写作方面收到了较好的效果。然而,这些方法在提高学生写作积极性及创造性、重视写作内容、文章多样性的兼顾方面存在不足。顺应理论属于语用学范畴,认为使用语言就是选择语言,不管这种选择是出于内部的还是外部的原因。语言的使用者之所以可以在语言使用的过程中做出恰当选择,其原因就是语言本身具有三个主要的特征:变异性、协商性和顺应性。语言的顺应性特征使得人类在使用语言时可以从备选项中做出最恰当的选择,以达到满足交际需要的目的。顺应性包括四项要素:语境关系顺应,语言结构顺应,结构客体顺应和顺应过程特性。写作就是使用语言,写作的过程也就是选择的过程,它不仅包括词汇短语的选择,句式的选择,也包括语篇和语体等方面的选择。本文以顺应理论中语境关系顺应和语言结构顺应作为理论基础,通过问卷调查,结合目前大学英语写作中存在的问题,采取案例分析,展开试验教学,探索顺应理论如何指导大学英语写作及其有效性。试验教学主要选取了青岛科技大学传播与动漫学院二年级34名学生作为受试,设计了一系列的步骤与方法。首先通过问卷调查,明确学生对议论文写作和教学的看法。通过对顺应理论及相关知识的传授,进行了为期一个学期的教学试验,以学生的习作作为前测和后测的样本,加以对比分析,验证了顺应理论的有效性。笔者将这一方法命名为“历时-分步-写作法”。通过对比前测和后测的效果,说明顺应理论中语境关系顺应和语言结构顺应在英语写作教学中对改进学生英语写作水平所发挥的作用。研究结果表明,将语境关系顺应和语言结构顺应两个方面融入到大学英语写作教学中作用是明显的,表现在内容选择、语言文字组织、思想表达以及篇章整合等方面,从而有效提高学生的写作水平。本研究具有一定的教学指导意义,值得教师在教学中加以尝试探索。本文的创新点在于基于顺应理论的“历时-分步-写作法”的提出,有利于整合目前大学英语写作教学方法的优势于教学中。
[Abstract]:The specific requirements for writing in the syllabus of College English writing are specific, clear, fluent, consistent, consistent, and less erroneous. In the form of forms such as paragraphs, words, styles and formats, there are no deviations in content, clear expression, clear rules, and a view of the students to the article. The mastery of the structure requires a clear theme, a clear subject and a clear statement, a smooth and coherent text, a study of the students' use of the transition sentences and connectives or phrases, which requires a coherent and fluent sentence between the sentences inside and the sentences, and less language errors, aiming at emphasizing the mastery of the basic skills of the students' language. The students' writing level is far from required. The main problems in writing are students' choice of words and phrases and inappropriate words and phrases. The selection and use of lexical phrases do not conform to the logic of language and the use of norms. The sentences in the writing are simple and dull; the connection between the sentences is not compact enough, and many sentences only do it. Coherence and lack of formal connection and transition.
At present, the methods commonly used in College English writing teaching are the result method, process method and genre teaching method. These methods cultivate students' ability of thinking and language expression, make students master the relatively stable, dependent discourse pattern, and receive good results in guiding students' writing. However, these methods are improving learning. There are deficiencies in the enthusiasm and creativity of writing, the importance of writing content and the diversity of articles.
The theory of adaptation belongs to the category of pragmatics. The use of language is the choice of language, regardless of the internal or external reasons. The reason why the language users can make the appropriate choice in the process of language use is that the language itself has three main features: variability, negotiability and compliance. The adaptation characteristics of the speech make the human being able to make the most appropriate choice in the use of the language in order to meet the needs of the communicative needs. Compliance includes four elements: contextual relationship adaptation, linguistic structure adaptation, structural object adaptation and adaptation to the process characteristics. Writing is the use of language, the process of writing is the choice. It includes not only the choice of lexical phrases, the choice of sentence patterns, but also the choice of discourse and style.
This paper, based on the adaptation of contextual relations and linguistic structure adaptation in the adaptation theory, is based on the questionnaire survey, combining with the existing problems in the present college English writing, taking case analysis, carrying out experimental teaching, exploring how the adaptation theory can guide college English writing and its effectiveness.
The experimental teaching mainly selected 34 students of grade two of the school of communication and animation of Qingdao University of Science & Technology as subjects, designed a series of steps and methods. First, through a questionnaire survey, the students' views on the writing and teaching of argumentative papers were clearly defined. Taking the students' work as the sample of the pre test and post test, the validity of the adaptation theory is verified by comparison and analysis. The author named this method "diachronic step writing method". By comparing the effect of pre test and post test, it shows that the adaptation theory in the adaptation theory and the language structure adaptation improve the students in the teaching of English writing. The role of the English writing level.
The results show that it is obvious that the two aspects of contextual relationship adaptation and linguistic structure adaptation are integrated into the teaching of College English writing, which can effectively improve the writing level of students in the aspects of content selection, language organization, ideological expression and text integration. Teachers try to explore in teaching. The innovation of this article lies in the "diachronic - step - writing method" based on the adaptation theory, which is beneficial to the integration of the advantages of the present teaching methods of College English writing.
【学位授予单位】：青岛科技大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H319

【参考文献】