寫作作為英語(yǔ)學(xué)習(xí)的四項(xiàng)基本技能之一,在英語(yǔ)教學(xué)中有著重要的地位和作用。近年來(lái),初中生的寫作能力也在逐步提升,尤其是當(dāng)今初中生的寫作在單詞拼寫和語(yǔ)法錯(cuò)誤上有了明顯的下降趨勢(shì)。然而,在他們的寫作中仍存在許多問(wèn)題。例如,文章的主題不明確;結(jié)構(gòu)不完整;語(yǔ)篇不連貫（張慧,2013）。語(yǔ)篇分析最早是由美國(guó)結(jié)構(gòu)主義語(yǔ)言學(xué)家Zellig S.Harris于1951年在《結(jié)構(gòu)語(yǔ)言學(xué)》一書中提出的。語(yǔ)篇分析從宏觀的角度分析語(yǔ)篇的體裁、模式和風(fēng)格,從微觀的角度分析段落與句子的連貫性和銜接性。本研究旨在初中英語(yǔ)寫作教學(xué)中運(yùn)用語(yǔ)篇分析理論中的連貫和銜接從宏觀和微觀兩個(gè)方面培養(yǎng)學(xué)生的語(yǔ)篇意識(shí),從而提升學(xué)生他們的寫作能力。同時(shí),該論文將為中國(guó)初中生英語(yǔ)課堂提供一些實(shí)用的英語(yǔ)寫作教學(xué)建議。在此次實(shí)驗(yàn)中,作者運(yùn)用了訪談、問(wèn)卷調(diào)查和測(cè)試等方法并且選擇了一所中學(xué)兩個(gè)初二年級(jí)的58名學(xué)生和全校不同年級(jí)的10名英語(yǔ)教師為研究對(duì)象,進(jìn)行相關(guān)實(shí)驗(yàn)。在實(shí)驗(yàn)前,為了找出初中生寫作中存在的問(wèn)題及其主要原因,作者對(duì)這10名老師進(jìn)行訪談并要求實(shí)驗(yàn)的學(xué)生填寫一份問(wèn)卷。訪談和問(wèn)卷調(diào)查的結(jié)果表明,初中生寫作存在的問(wèn)題與他們?nèi)狈ο嚓P(guān)連貫和銜接知識(shí)有... 

【文章來(lái)源】：杭州師范大學(xué)浙江省

【文章頁(yè)數(shù)】：81 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ABSTRACT
摘要
CHAPTER ONE INTRODUCTION
    1.1 Research Background
    1.2 Research Significance
    1.3 Purpose
    1.4 Organization of the Thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Basic Terms and Concepts
        2.1.1 Discourse
        2.1.2 Discourse Awareness
    2.2 Theoretical Framework—Discourse Analysis
        2.2.1 Definition
        2.2.2 Coherence and Cohesion in DA
        2.2.3 DA Teaching Method
    2.3. Related Researches at Home and Abroad
        2.3.1 Related Researches at Home
        2.3.2 Related Researches in Abroad
CHAPTER THREE RESEARCH METHOD
    3.1 Research Questions
    3.2 Research Design
    3.3 Participants
    3.4 Research Instruments
        3.4.1 Interview
        3.4.2 Questionnaire
        3.4.3 Tests
    3.5 Data Collection and Data Analysis
    3.6 Procedure
        3.6.1 Teaching procedure of CC
        3.6.2 Teaching procedure of EC
CHAPTER FOUR DATA ANALYSIS AND DISCUSSION
    4.1 Analysis and Discussion about Research Question One
        4.1.1 Analysis of Interview
        4.1.2 Analysis of Questionnaires
        4.1.3 Discussion of Research Question One
    4.2 Analysis and Discussion about Research Question Two
        4.2.1 Analysis of Pre-test
        4.2.2 Analysis of Post-test
        4.2.3 Discussion of Research Question Two
    4.3 Analysis and Discussion about Research Question Three
        4.3.1 Analysis of the average score of CC and EC
        4.3.2 Analysis of Paired-Sample Test of CC and EC
        4.3.3 Discussion of Research Question Three
CHAPTER FIVE CONCLUSION
    5.1 Major findings
    5.2 Implications
        5.2.1 Implications for Teachers
        5.2.2 Implications for Students
    5.3 Limitations and Further Research
        5.3.1 Limitations
        5.3.2 Further Research
REFERENCES
APPENDICES
    Appendix A Standard of English Writing for High School Entrance Examination in 2017
    Appendix B Interview
    Appendix C Questionnaire
    Appendix D Writing Material of Pre-test
    Appendix E Writing Material of Post-test
    Appendix F NAEP Scoring Guide: Primary Trait Coherence
    Appendix G Teaching Procedure of EC
    Appendix H Sample Writings of pre-test in EC
    Appendix I Sample Writings of post-test in EC
    Appendix J Sample Writings of pre-test and post-test of CC
    Appendix K the data of questionnaire
    Appendix L the data of the pre-test and post-test
    Appendix M the title of 7 essays
ACKNOWLEDGEMENTS



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