目前我國傳統(tǒng)大學(xué)英語教學(xué)中存在一些弊端,傳統(tǒng)教師認(rèn)為傳授語音、語法、詞匯和句子結(jié)構(gòu)是語言‘教學(xué)的重要任務(wù)。教學(xué)不從語篇入手,過分注重語言點,從而導(dǎo)致學(xué)生理解能力低下。據(jù)此,本文以系統(tǒng)功能語法理論為指導(dǎo),嘗試論證語篇功能理論運用到《大學(xué)體驗英語》教學(xué)中的可行性。語篇功能是指將話語組織成連貫統(tǒng)一的語篇并使實際語言區(qū)別于隨意的句子的語言機制。該理論被廣泛運用于語言科學(xué)界和外語教育領(lǐng)域。全文共分為六章。第一章提出研究的緣由和目的,以及論文的組織結(jié)構(gòu)。第二章概述系統(tǒng)功能語法理論,并有針對性的具體介紹了該理論中的語篇功能理論,論述其對大學(xué)英語教學(xué)的指導(dǎo)作用。該理論認(rèn)為英語教學(xué)不能停留在句子層面的語言能力訓(xùn)練上,而必須重視從語篇層面組織教學(xué),進(jìn)而培養(yǎng)學(xué)生在語篇層面的交際能力。第三章介紹研究實驗的操作方法和具體步驟,以語篇功能理論為指導(dǎo)的教學(xué)法在本章有較為詳盡的闡述。第四章為實驗效果分析,作者采用實驗組控制組前后測在瓊州學(xué)院《大學(xué)體驗英語》教學(xué)中進(jìn)行了有關(guān)實證研究。結(jié)果表明：語篇功能理論具有較強的操作性和應(yīng)用性,應(yīng)用到教學(xué)中能幫助學(xué)生結(jié)合語境透徹理解作者意圖。第五章討論本研究的對教學(xué)的啟示和建議。第六... 

【文章來源】：西南大學(xué)重慶市 211工程院校 教育部直屬院校

【文章頁數(shù)】：102 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
Contents
Abstract
內(nèi)容摘要
Chapter One Introduction
    1.1 Background to the Study
        1.1.1 Two Main-stream Teaching Patterns
        1.1.2 Textual Metafunction and English Teaching
    1.2 Objectives of the Study
    1.3 Organization of the Thesis
Chapter Two Literature Review
    2.1 An Overview of Systemic Functional Grammar
        2.1.1 Some Points of View
        2.1.2 Three Metafunctions
    2.2 Textual Metafunction
        2.2.1 The Definition of Text
        2.2.2 The Seven Criteria of Text
        2.2.3 Thematic Theory
            2.2.3.1 The Classification of Theme
            2.2.3.2 Theme Structure and Mood Structure
            2.2.3.3 The Significance of Researching Theme Structure
        2.2.4 Information Structure
            2.2.4.1 The Definition of Information Structure
            2.2.4.2 The Manifestation of Information Structure
            2.2.4.3 The Features of Information Structure
            2.2.4.4 Information Structure and Theme Structure
        2.2.5 Cohesion
            2.2.5.1 Definition of Cohesion
            2.2.5.2 Types of Cohesion
    2.3 Reasons for Applying Textual Metafunction to Teaching
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Instrument
    3.4 Materials
    3.5 Teaching Methods
        3.5.1 Listening Teaching
            3.5.1.1 The Process of Listening Comprehension
            3.5.1.2 Listening Teaching Based on Textual Metafuncion Theory
        3.5.2 Speaking Teaching
            3.5.2.1 Input Basic Knowledge of Context
            3.5.2.2 Fix Communicative Intention
            3.5.2.3 Grasp Contextual Clues
            3.5.2.4 Use Cohesive Devices
        3.5.3 Reading Teaching
            3.5.3.1 Linguistic Context Applied in Reading Teaching
            3.5.3.2 Situational Context Applied in Reading Teaching
        3.5.4 Writing Teaching
            3.5.4.1 The Situation of English Writing
            3.5.4.2 Textual Metafunction Theory Applied in Writing Teaching
        3.5.5 Translating Teaching
            3.5.5.1 Differences of Cohesion between English and Chinese Language
            3.5.5.2 Teaching Methods Based on Cohesion Theory
            3.5.5.3 Teaching Methods Based on Information Structure Theory
Chapter Four Analysis and Discussions
    4.1 Results
    4.2 Data Analysis
        4.2.1 Data Analysis of the Questionnaires
            4.2.1.1 Data Analysis of the Pre-questionnaire
            4.2.1.2 Data Analysis of the Post-questionnaire
        4.2.2 Data Analysis of the Tests
            4.2.2.1 Data Analysis of the Pretest
            4.2.2.2 Data Analysis of the Post-test
    4.3 Discussions
Chapter Five Implications and Suggestions
    5.1 Implications
    5.2 Pedagogical Suggestions
        5.2.1 Suggestions on Listening Teaching
        5.2.2 Suggestions on Speaking Teaching
        5.2.3 Suggestions on Reading Teaching
        5.2.4 Suggestions on Writing Teaching
        5.2.5 Suggestions on Translating Teaching
Chapter Six Conclusion
References
Appendix Ⅰ
Appendix Ⅱ


【參考文獻(xiàn)】：
期刊論文
[1]淺析語篇銜接理論在大學(xué)英語口語教學(xué)中的應(yīng)用[J]. 葛樹強,樸明華.  遼寧科技學(xué)院學(xué)報. 2009(02)
[2]系統(tǒng)功能語法及其在英語教學(xué)中的應(yīng)用[J]. 宋靜芳.  遼寧行政學(xué)院學(xué)報. 2006(01)



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