初中英语教材阅读篇章及学生英语作文的主位推进模式研究
发布时间：2018-08-04 08:39
【摘要】：写作技能的培养在二语习得中占有不可忽视的重要地位。但近年来,英语教学中存在一种现象,即老师与学生在处理阅读语篇,为写作积累素材、培养学生写作能力时,过于注重对单个字词的理解而忽略了语篇的整体与连贯性以及作者的写作意图。因此,认真分析教材中的阅读篇章从而培养学生的写作和阅读能力很有必要。主位推进模式,作为功能语法中的重要理论,主要研究语句的主位、述位以及语篇中语句之间的联系,其应用实现了语篇的连贯。基于以上背景,本篇论文以提高学生的写作和阅读能力为目的,运用质化研究和量化研究相结合的研究方法,以BloorBloor的4种主位推进模式为理论框架,从5种体裁(记叙文、描写文、议论文、应用文和说明文)出发,研究初中教科书内阅读篇章以及学生作文的主位推进模式特点,通过对两类篇章的主位推进模式特点的比较,找出它们的异同点,从而找出写作及阅读的教学启示。本篇论文运用表格软件的统计方法,得出以下结论:首先,在大多数文章体裁中(记叙文、描写文、议论文、说明文),平行和连续型主位推进模式是教学语篇中所占比重最大的主位推进模式。由于应用文简洁的语言特点,在这类体裁中,含有主位推进模式的比重较小。另外,学生作文当中的主位推进模式特点在大体上与教学篇章的特点相同,这说明我国在培养初中学生写作能力的方法上是基本正确的。尽管学生未曾接触过主位推进模式,但老师在教授写作的过程引导学生关注了文章的连贯性。最后,研究发现,让学生了解语句的主位、述位和语篇的主位推进模式对学生写作和阅读能力的培养有很大的帮助。
[Abstract]:The cultivation of writing skills plays an important role in second language acquisition. However, in recent years, there is a phenomenon in English teaching, that is, when teachers and students deal with reading texts, accumulate materials for writing, and cultivate students' writing ability, Too much attention is paid to the understanding of individual words, while ignoring the whole and coherence of the text and the author's writing intention. Therefore, it is necessary to analyze the reading text in the textbook to cultivate students' writing and reading ability. Thematic progression, as an important theory in functional grammar, mainly studies the theme, rheme and the relationship between the sentences in the discourse, and its application realizes the coherence of the discourse. Based on the above background, the purpose of this paper is to improve students' writing and reading ability, using qualitative and quantitative research methods, taking four thematic progression models of BloorBloor as the theoretical framework, from five genres (narrative, and narrative). Starting from the descriptive, argumentative, practical and narrative texts, this paper studies the characteristics of thematic progression patterns in reading texts and students' compositions in junior high school textbooks, and finds out their similarities and differences by comparing the characteristics of the thematic progression models of the two kinds of texts. In order to find out the teaching enlightenment of writing and reading. This paper uses the statistical method of tabular software to draw the following conclusions: firstly, in most types of articles (narrative, descriptive, argumentative, etc.) Parallel and continuous thematic progression is the most important thematic progression in teaching discourse. Due to the concise language features of practical writing, the proportion of thematic progression patterns in this genre is relatively small. In addition, the characteristics of thematic progression mode in students' compositions are basically the same as those in teaching texts, which shows that the method of cultivating students' writing ability in junior high school is basically correct in our country. Although students have not been exposed to thematic progression, teachers teach writing to focus on the coherence of the essay. Finally, it is found that making students understand the theme, rheme and thematic progression of discourse is of great help to the cultivation of students' writing and reading ability.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2163260
[Abstract]:The cultivation of writing skills plays an important role in second language acquisition. However, in recent years, there is a phenomenon in English teaching, that is, when teachers and students deal with reading texts, accumulate materials for writing, and cultivate students' writing ability, Too much attention is paid to the understanding of individual words, while ignoring the whole and coherence of the text and the author's writing intention. Therefore, it is necessary to analyze the reading text in the textbook to cultivate students' writing and reading ability. Thematic progression, as an important theory in functional grammar, mainly studies the theme, rheme and the relationship between the sentences in the discourse, and its application realizes the coherence of the discourse. Based on the above background, the purpose of this paper is to improve students' writing and reading ability, using qualitative and quantitative research methods, taking four thematic progression models of BloorBloor as the theoretical framework, from five genres (narrative, and narrative). Starting from the descriptive, argumentative, practical and narrative texts, this paper studies the characteristics of thematic progression patterns in reading texts and students' compositions in junior high school textbooks, and finds out their similarities and differences by comparing the characteristics of the thematic progression models of the two kinds of texts. In order to find out the teaching enlightenment of writing and reading. This paper uses the statistical method of tabular software to draw the following conclusions: firstly, in most types of articles (narrative, descriptive, argumentative, etc.) Parallel and continuous thematic progression is the most important thematic progression in teaching discourse. Due to the concise language features of practical writing, the proportion of thematic progression patterns in this genre is relatively small. In addition, the characteristics of thematic progression mode in students' compositions are basically the same as those in teaching texts, which shows that the method of cultivating students' writing ability in junior high school is basically correct in our country. Although students have not been exposed to thematic progression, teachers teach writing to focus on the coherence of the essay. Finally, it is found that making students understand the theme, rheme and thematic progression of discourse is of great help to the cultivation of students' writing and reading ability.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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