發(fā)布時間：2018-07-12 20:01

  本文選題：英語書面表達 + 模式化　； 參考：《福建師范大學》2015年碩士論文

【摘要】：近年來,高考書面表達的模式化遞增明顯,且學生們以此為捷徑,樂此不疲。很多教師疏于訓練學生的英語思維和語言表達能力,往往重視形式,卻忽視了內容,考生為了吸引閱卷者眼球,盲目大量記憶一些較為高級詞匯或復雜結構,因而出現(xiàn)了不少假、大、空的作文。本研究認為在高中英語寫作過程中要想幫助考生獲得高分,就應該有意識地破除模式教學的捆綁,不再通過背誦大量高級詞匯或復雜結構這種速成法來獲得分數(shù)。本研究嘗試從寫作內容、語言運用和語篇銜接三個角度來研究英語高分作文的特點,并在這三方面訓練考生運用多元替換策略提高英語語言運用能力。本研究實證研究了高中英語寫作中所運用的多元替換策略(如SCAMPER奔馳法),研究成果可在一定程度上服務于高中英語寫作實踐。本研究將從寫作內容、語言運用和語篇銜接等三方面對二十七篇有典型代表性的高考書面表達語料進行分析,筆者重點研究的問題為以下三點：第一,考生是否能進行多維度SCAMPER奔馳法替換表達,旨在對詞匯、詞組、句型、語篇語法結構(過渡詞對語篇的作用)等進行替換,希望做到按照實際內容的具體需要進行有效性寫作。第二,考生能否在把握篇幅結構、要點、地道語言活用、邏輯連貫的同時,注重詞塊、復雜句型、篇章邏輯等的有效度。第三,考生是否扭轉了過去單靠所背誦的固定句式來寫作的習慣,是否能提高寫作的思維能力,且能通過書面表達來發(fā)現(xiàn)不足,從而培養(yǎng)詞匯、詞組、句型、語篇語法結構的理解和運用能力。通過對比分析二十篇高考書面表達語料和兩篇典型范例的語料庫range軟件分析,研究發(fā)現(xiàn)：第一、多元替換表達策略能幫助考生有意識地對詞匯、詞組、句型、語法結構等進行改寫或仿寫,能更有技巧地運用復雜的詞塊和句型,更好地掌握篇章的邏輯,從而實現(xiàn)內容的完整性、語言的準確性和結構的合理性；第二、本研究分析結果與高考英語書面表達評分標準第五檔(21—25分)即優(yōu)秀等級的要求一致。本研究還對高中寫作的多元替換表達和替換分析策略進行實證分析,結果表明如下策略有助于提升英語寫作水平：第一、思路上增強多維度替換表達意識,重點是詞匯、詞組、句型、語篇語法結構(過渡詞對語篇的作用)的替換,并根據(jù)寫作內容需要進行得當調整；第二、內容上重點把握結構、要點、地道語言活用、邏輯連貫,注重詞塊、復雜句型、篇章邏輯銜接的有效運用；第三、扭轉學生通過聽說讀來提高寫作能力的單向思維,通過書面表達發(fā)現(xiàn)語言輸出不足,培養(yǎng)學生詞匯、詞組、句型、語篇語法結構的理解和運用能力。本研究實證研究了高中英語寫作中所運用的多元替換策略,研究成果可在一定程度上服務于高中英語寫作實踐。今后的英語寫作教學實踐中,教師應多運用多元替換表達策略來指導教學,以期幫助學生打破傳統(tǒng)的英語寫作模式教育,學會用創(chuàng)新性的多元替換表達策略幫助寫作,這點對高考英語寫作卷面分的提高必然有一定的作用。
[Abstract]:In recent years, the pattern of the written expression of the college entrance examination has increased obviously, and the students take this as a shortcut. Many teachers neglect to train the students' English thinking and language expression ability. They often pay attention to the form but ignore the content. In order to attract the readers' eyeballs, the examinees blindly memorize some more advanced words or complex structures. There are many false, large and empty compositions. This study believes that in the process of high school English writing, in order to help candidates get high scores, we should consciously break the bundling of model teaching, no longer get scores by reciting a large number of advanced vocabulary or complex structure. This study tries from writing content, language use and text title. Three angles are used to study the characteristics of high grade English composition and to train candidates to use multiple replacement strategies to improve their ability to use English language in these three aspects. This study empirically studies the multiple substitution strategies used in high school English Writing (such as SCAMPER Benz). The research results can serve to a certain extent in high school English writing. This study will analyze twenty-seven typical representative written expressions of the college entrance examination from three aspects, such as writing content, language use and discourse cohesion. The author's focus is on the following three points: first, whether the examinee can carry out multidimensional SCAMPER Benz to replace expression, aiming at vocabulary, phrases, sentence patterns, and text grammar Structure (the role of the transition words to the text) and so on to replace, hope to do the effective writing in accordance with the specific needs of the actual content. Second, examinees can grasp the text structure, key points, authentic language, logical consistency, while paying attention to the validity of lexical chunks, complex sentence patterns, text logic, etc. third, whether the examinee has reversed the past single The habit of writing by the fixed sentence recited can improve the thinking ability of writing, and can find shortcomings through written expression, thus cultivating the comprehension and application ability of vocabulary, phrases, sentence patterns and textual grammatical structure. By comparing and analyzing twenty corpus of written forms and two typical examples of range software in the college entrance examination. The study finds that: first, multiple replacement expression strategies can help candidates to consciously rewrite or copy words, phrases, sentence patterns and grammatical structures. They can more skillfully use complex lexical chunks and sentence patterns to better master the logic of the text, thus achieve the integrity of the content, the accuracy of the language and the rationality of the structure; second, The results of this study are consistent with the requirements of the fifth grade (21 - 25) of the written expression of the college entrance examination (21 - 25). This study also makes an empirical analysis of the multiple replacement and replacement analysis strategies in high school writing. The results show that the following strategies are helpful to improve the English writing level: first, the multidimensional substitution is enhanced in the train of thought. Expression of consciousness, focusing on the replacement of words, phrases, sentence patterns and textual grammatical structure (the role of the transition words to the text), and adjusted according to the content of the writing; second, the content focuses on the structure, the main points, the practical use of the idiomatic language, the logical coherence, the emphasis on the lexical chunks, the complex sentence patterns and the logical cohesion of the text. Third, torsion Students can improve their writing ability by listening and reading. Through written expression, students can find out the lack of language output and cultivate students' vocabulary, phrases, sentence patterns, and textual grammatical structure. This study empirically studies the multiple replacement strategies used in high school English writing, and the research results can serve a certain extent. In the practice of English writing, teachers should use multiple alternative expression strategies to guide teaching in the future, in order to help students break the traditional English writing mode education and learn to use innovative and multiple alternative expression strategies to help writing. Use.
【學位授予單位】：福建師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41

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本文編號：2118314