系统功能语言学纯理功能视角下高中英语文体教学与写作水平提高实证研究
发布时间：2018-11-21 09:21
【摘要】：作为输出型技能的一种,英语写作可以展示学生的综合语言运用能力。然而,学生在写作方面的表现却不尽如人意,他们认为写作是最难以提高的部分。由此,写作一直是英语教学中的一个焦点,许多教师和学者都致力于改善写作教学以提高学生的英语写作水平。他们尝试的方法中,有些取得了良好成效而另外一些则效果平平。因此,本文拟从系统功能语言学纯理功能角度对高中英语文体教学与写作水平提高进行实证研究,试图回答以下问题:1.如何将系统功能语言学纯理功能视角下的文体学应用于高中英语写作教学?2.通过文体教学,能否有效提高学生的写作成绩?能否提高学生的英语写作水平?能否提高学生的综合语言运用能力?本文以50名来自太原市徐沟中学的高二学生为研究对象,以实验研究法与定性、定量分析相结合为实验方法。以单组前后测的形式开展文体教学实验,通过实验前后分别两次测试的方式收集实验数据,并结合高考英语作文评分标准以及笔者建立的功能文体学评分标准对实验数据进行分析。研究表明:后测中学生作文的平均分有明显提高;第二次前测与第一次后测之间平均分的涨幅明显高于两次前测之间及两次后测之间平均分的涨幅,说明学生的写作水平有所提高;后测中,成绩分布于高考英语作文评分标准第五档和第四档的学生人数明显上升,而第一档的人数有所下降,说明大多数学生的英语写作得到了一定程度的改善。此外,笔者还从语域和纯理功能的角度对学生作文的实例进行了分析,证明其英语写作水平有所提高。本文以实验结果为依据,针对文体教学与写作水平的提高提出了相应的教学建议。该研究有助于教师了解系统功能语言学纯理功能视角下的文体学在英语写作教学中的作用并帮助学生提高其英语写作水平。
[Abstract]:As one of the output skills, English writing can demonstrate students' comprehensive language skills. However, students' writing performance is not satisfactory, they think writing is the most difficult to improve. Therefore, writing has always been a focus in English teaching. Many teachers and scholars are committed to improving the teaching of writing in order to improve the students' English writing level. Some of the methods they have tried have yielded good results while others have had mediocre results. Therefore, this paper intends to make an empirical study on the improvement of English stylistic teaching and writing in senior high school from the perspective of pure theory and function of systemic functional linguistics, and try to answer the following questions: 1. How to apply stylistics from the perspective of systemic functional linguistics to English writing teaching in senior high school? 2. Can students' writing achievement be improved effectively through stylistic teaching? Can students improve their English writing skills? Can we improve the students' comprehensive language use ability? In this paper, 50 senior middle school students from Xugou Middle School in Taiyuan City were selected as the research objects, and the experimental method was combined with qualitative and quantitative analysis. The stylistic teaching experiment was carried out in the form of a single group of pre-test and post-test, and the experimental data were collected by two tests before and after the experiment. The experimental data are analyzed based on the score standard of college entrance examination English composition and the functional stylistic scoring standard established by the author. The results show that: the average score of the post-test students' composition is obviously improved; The average score between the second pre-test and the first post-test is significantly higher than that between the two pre-tests and between the two post-tests, indicating that the students' writing level has improved; In the post-test, the number of students whose scores were distributed in the fifth and fourth grades of the college entrance examination English composition scoring standard increased obviously, while the number of the first grade students decreased, which indicated that most students' English writing had improved to some extent. In addition, the author also analyzes the examples of students' composition from the perspective of register and pure function, and proves that their English writing level has improved. Based on the experimental results, this paper puts forward some teaching suggestions for the improvement of stylistic teaching and writing level. This study helps teachers understand the role of stylistics in the teaching of English writing from the perspective of systemic functional linguistics and helps students improve their English writing proficiency.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2346546
[Abstract]:As one of the output skills, English writing can demonstrate students' comprehensive language skills. However, students' writing performance is not satisfactory, they think writing is the most difficult to improve. Therefore, writing has always been a focus in English teaching. Many teachers and scholars are committed to improving the teaching of writing in order to improve the students' English writing level. Some of the methods they have tried have yielded good results while others have had mediocre results. Therefore, this paper intends to make an empirical study on the improvement of English stylistic teaching and writing in senior high school from the perspective of pure theory and function of systemic functional linguistics, and try to answer the following questions: 1. How to apply stylistics from the perspective of systemic functional linguistics to English writing teaching in senior high school? 2. Can students' writing achievement be improved effectively through stylistic teaching? Can students improve their English writing skills? Can we improve the students' comprehensive language use ability? In this paper, 50 senior middle school students from Xugou Middle School in Taiyuan City were selected as the research objects, and the experimental method was combined with qualitative and quantitative analysis. The stylistic teaching experiment was carried out in the form of a single group of pre-test and post-test, and the experimental data were collected by two tests before and after the experiment. The experimental data are analyzed based on the score standard of college entrance examination English composition and the functional stylistic scoring standard established by the author. The results show that: the average score of the post-test students' composition is obviously improved; The average score between the second pre-test and the first post-test is significantly higher than that between the two pre-tests and between the two post-tests, indicating that the students' writing level has improved; In the post-test, the number of students whose scores were distributed in the fifth and fourth grades of the college entrance examination English composition scoring standard increased obviously, while the number of the first grade students decreased, which indicated that most students' English writing had improved to some extent. In addition, the author also analyzes the examples of students' composition from the perspective of register and pure function, and proves that their English writing level has improved. Based on the experimental results, this paper puts forward some teaching suggestions for the improvement of stylistic teaching and writing level. This study helps teachers understand the role of stylistics in the teaching of English writing from the perspective of systemic functional linguistics and helps students improve their English writing proficiency.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
【参考文献】
相关期刊论文 前10条
1 肖唐金;;英语情态多层次性与语篇意识形态的构建[J];南通大学学报(社会科学版);2015年01期
2 张德禄;;功能文体学研究方法探索[J];四川外语学院学报;2007年06期
3 曾炯巍,文卫平;文体学与英语专业高年级精读教学[J];琼州大学学报;2005年03期
4 胡壮麟;功能主义的文体观[J];外语与外语教学;2001年01期
5 杨雪燕;文体学与外语教学[J];外交学院学报;2000年04期
6 胡壮麟,刘世生;文体学研究在中国的进展[J];山东师大外国语学院学报;2000年03期
7 方琰;浅谈语类[J];外国语(上海外国语大学学报);1998年01期
8 申丹;有关功能文体学的几点思考[J];外国语(上海外国语大学学报);1997年05期
9 刘世生;文体学的理论、实践与探索[J];北京大学学报(英语语言文学专刊);1992年02期
10 秦秀白;文体学理论述评[J];外语教学与研究;1988年03期
相关硕士学位论文 前6条
1 李蓉;文体学理论在高中英语写作教学中的应用[D];福建师范大学;2014年
2 问娜娜;运用文体学理论指导高中英语写作教学的分析性研究[D];西北大学;2011年
3 丁亚丽;教学文体学与高中英语写作教学[D];重庆师范大学;2011年
4 曾齐修;一项将文学文体学应用于大学综合英语教学的实证研究[D];华中师范大学;2008年
5 李昌标;文体学理论在提高高中学生书面表达能力方面的应用研究[D];华中师范大学;2003年
6 李萍;文体学理论在提高学生口头交际能力方面的应用研究[D];华中师范大学;2002年
，本文编号：2346546
本文链接：https://www.wllwen.com/zhongdengjiaoyulunwen/2346546.html
