英語寫作是英語學(xué)習(xí)者所需掌握的一項基本技能，是國內(nèi)外學(xué)者一直關(guān)注的焦點。綜觀國內(nèi)外外語寫作研究，學(xué)者們主要從母語遷移、寫作策略、銜接手段、主位推進及過程研究法等方面進行探討。同時，當(dāng)前的英語寫作教學(xué)大多是通過培養(yǎng)學(xué)生的語詞能力來提高其寫作能力，導(dǎo)致了英語學(xué)習(xí)者在寫作過程中過多重視語法、詞匯的正確使用。雖前人研究取得一定的成果，但尚存在諸多不足。近年來，國內(nèi)外不少學(xué)者已嘗試運用認(rèn)知語言學(xué)（簡稱CL）中的相關(guān)理論來解釋外語教學(xué)，諸如原型范疇、認(rèn)知參照點、隱喻觀等，但在事件域認(rèn)知模型理論（簡稱ECM）框架下對大學(xué)英語寫作進行實證研究的成果尚還不多。 鑒于前人研究之不足，本文擬以CL為理論背景，以ECM為理論框架，通過定性和定量法對四川外國語大學(xué)30名非英語專業(yè)大二學(xué)生的英語寫作進行實證研究，以期發(fā)現(xiàn)提高學(xué)生英語寫作水平的有效方法。本文首先用CET-4試卷對90名學(xué)生測試，根據(jù)其成績，選出英語綜合水平相當(dāng)?shù)?0名學(xué)生作為被試，并先對他們進行一次寫作測試作為前測，之后以ECM理論為指導(dǎo)對他們進行三個月的寫作教學(xué)，進而對他們再進行一次寫作測試作為后測。最后通過SPSS16.0軟件統(tǒng)計其相關(guān)數(shù)據(jù)，并...

【文章頁數(shù)】：69 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
Acknowledgements
Chapter One Introduction
    1.1 Research Background
    1.2 Research Objectives
    1.3 Research Rationale
    1.4 Layout of the Thesis
Chapter Two Literature Review
    2.1 Definition of Writing
    2.2 Previous Studies on the Teaching of College English Writing
        2.2.1 Two Writing Approaches
            2.2.1.1 Product Approach
            2.2.1.2 Process Approach
        2.2.2 Second Language Acquisition
            2.2.2.1 Transfer Studies on Writing
            2.2.2.2 Studies on Writing Strategies
        2.2.3 Systemic Functional Linguistics
            2.2.3.1 Cohesive Devices and College English Writing
            2.2.3.2 Thematic Progression and College English Writing
    2.3 Summary
Chapter Three Theoretical Framework: ECM
    3.1 Tenets of CL
    3.2 Theoretical Background of Event-domain Cognitive Model
    3.3 Event-domain Cognitive Model in the Process of English Writing
        3.3.1 Event-domain Cognitive Model in Theme Analysis
        3.3.2 Event-domain Cognitive Model in Thematic Organization
        3.3.3 Event-domain Cognitive Model in Syntactic Construction
    3.4 Summary
Chapter Four Methodology and Procedures
    4.1 Research Hypothesis
    4.2 Research Design
    4.3 Method
        4.3.1 Subjects
        4.3.2 Instrument
        4.3.3 Two Pre-tests and one Post-test
            4.3.3.1 Cet-4 Exercise
            4.3.3.2 Writing Test
        4.3.4 Procedures
Chapter Five Results and Discussion
    5.1 Results
    5.2 Discussion
        5.2.1 Analysis of the Significances Between the Pre-test and the Post-test
        5.2.2 Analysis of the Reasons Related to the Significant Differences
        5.2.3 General Discussion of the Research Hypothesis
            5.2.3.1 Discussion of Clear and Full Ideas in Theme Analysis under ECM
            5.2.3.2 Discussion of Coherence and Smoothness in Thematic Organization under ECM
            5.2.3.3 Discussion of Correctness and Richness in Syntactic Structures under ECM
    5.3 Summary
Chapter Six Conclusions
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations of the Research
References



本文編號：3878746