英語寫作能力的培養(yǎng)是高中英語教學(xué)的重要任務(wù)之一,而且寫作水平的高低也是語言運(yùn)用能力的綜合反映。英語寫作對(duì)于高中學(xué)生來講并非易事,高中生寫作能力參差不齊,目前高中英語寫作教學(xué)的現(xiàn)狀不盡人意。因此,在中學(xué)外語教學(xué)中,英語寫作教學(xué)也逐漸受到重視。為了提高高中生的英語寫作水平,本文試圖將Halliday的語法隱喻理論運(yùn)用到高中英語寫作教學(xué)中,用基于該理論指導(dǎo)下的名詞化進(jìn)行教學(xué)設(shè)計(jì),試圖回答以下兩個(gè)研究問題:（1）通過語法隱喻理論中的名詞化的教學(xué)研究,是否會(huì)提高高中生的英語寫作成績(jī)?（2）與傳統(tǒng)教學(xué)方法相比,語法隱喻理論中的名詞化在高中英語寫作教學(xué)中的效果是什么?通過對(duì)實(shí)驗(yàn)數(shù)據(jù)的收集和分析,得出了語法隱喻中的名詞化教學(xué)對(duì)高中英語寫作教學(xué)的啟示和結(jié)論。本實(shí)證研究以某高中二年級(jí)的96名學(xué)生為實(shí)驗(yàn)的研究對(duì)象,進(jìn)行了為期10周的教學(xué)實(shí)驗(yàn),通過定性和定量分析,對(duì)實(shí)驗(yàn)調(diào)查問卷,前測(cè)和后測(cè)數(shù)據(jù)以及學(xué)生的訪談進(jìn)行了分析,回答了本文的研究問題。通過語法隱喻中名詞化的教學(xué)及相應(yīng)的寫作練習(xí),學(xué)生整體的寫作成績(jī)得到了提高。同時(shí),名詞化的教學(xué)有助于學(xué)生增加寫作中的詞匯密度,用有限的詞匯量表達(dá)更豐富的文章內(nèi)涵;名詞化的教學(xué)... 

【文章頁(yè)數(shù)】：64 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
1 Introduction
    1.1 Research Background
    1.2 Research Significance and Objectives
    1.3 Structure of the Thesis
2 Literature Review
    2.1 Grammatical Metaphor
    2.2 Previous Study of Grammatical Metaphor
    2.3 Nominalization in Grammatical Metaphor
    2.4 Classifications of Nominalization
        2.4.1 "Process" Nominalization
        2.4.2 "Quality" Nominalization
        2.4.3 "Evaluation" Nominalization
    2.5 Functions of Nominalization
        2.5.1 Textual Formalization
        2.5.2 Textual Objectivity
        2.5.3 Textual Simplification
        2.5.4 Textual Coherence
    2.6 Application of Nominalization in Grammatical Metaphor in English Writing
        2.6.1 Increase of Lexical Density
        2.6.2 Syntactic Diversity
        2.6.3 Discourse Coherence
3 Research Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Scoring Criteria of Writing
        3.3.1 Scoring Principle
        3.3.2 Scoring Criteria
    3.4 Research Instruments
        3.4.1 Questionnaire
        3.4.2 Pre-test
        3.4.3 Post-test
        3.4.4 Interview
    3.5 Teaching Procedures
    3.6 Data Collection
4 Data Analysis and Discussion
    4.1 Results and Discussions of Questionnaire
    4.2 Results and Discussions of Pre-test
        4.2.1 Data Analysis of Overall Scores of Writing
        4.2.2 Data Analysis of Lexical Density in Writing
        4.2.3 Data Analysis of Syntactic Diversity in Writing
        4.2.4 Data Analysis of Discourse Coherence in Writing
    4.3 Results and Discussions of Post-test
        4.3.1 Data Analysis of Overall Scores of Writing
        4.3.2 Data Analysis of Lexical Density in Writing
        4.3.3 Data Analysis of Syntactic Diversity in Writing
        4.3.4 Data Analysis of Discourse Coherence in Writing
    4.4 Results and Discussions of the Interview
5 Conclusion
    5.1 Major Findings
    5.2 Implications and Suggestions
    5.3 Limitations and Future Suggestions
Reference
Appendix A Questionnaire
Acknowledgements



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