寫作是語(yǔ)言學(xué)習(xí)中一項(xiàng)重要的內(nèi)容也是語(yǔ)言學(xué)習(xí)者必備的一項(xiàng)基本技能。語(yǔ)篇連貫是語(yǔ)篇評(píng)價(jià)不可忽視的一項(xiàng)。韓立德和哈�！墩Z(yǔ)篇的銜接（1976）》的出現(xiàn)讓越來(lái)越多語(yǔ)言學(xué)家和教育工作者開(kāi)始關(guān)注并研究連貫理論對(duì)外語(yǔ)教學(xué)的影響。而作為外語(yǔ)教學(xué)中一項(xiàng)重要環(huán)節(jié),寫作與其聯(lián)系最為緊密。如今,很多的寫作教程只是重視提高學(xué)習(xí)者對(duì)各種銜接手段的掌握。然而,干擾英語(yǔ)寫作語(yǔ)篇連貫的因素有很多,其中中西邏輯差異對(duì)大學(xué)英語(yǔ)寫作語(yǔ)篇連貫的影響越來(lái)凸顯。本文以中國(guó)石油大學(xué)（華東）學(xué)生所撰寫的300篇作文為語(yǔ)料,從邏輯銜接手段、主位推進(jìn)及宏觀結(jié)構(gòu)的的角度來(lái)分析作文中的邏輯連貫錯(cuò)誤,并進(jìn)行歸類,意在通過(guò)從這三方面分析大學(xué)生英語(yǔ)作文中的邏輯連貫錯(cuò)誤,來(lái)驗(yàn)證和應(yīng)用寫作中的連貫理論,從而得到一些啟迪。結(jié)果表明,邏輯連貫錯(cuò)誤主要存在于語(yǔ)篇邏輯銜接手段和主述位結(jié)構(gòu)兩方面,而這兩方面的連貫錯(cuò)誤是造成學(xué)生英文寫作邏輯不連貫的主要因素。除這兩方面以外,還有一些深層原因,比如學(xué)生本身語(yǔ)言能力、邏輯思維能力不足、母語(yǔ)的干擾,缺乏教師連貫理論的指導(dǎo)及學(xué)生對(duì)邏輯連貫的忽視或?qū)υ摾碚撨\(yùn)用能力的不足。這些都對(duì)中國(guó)學(xué)習(xí)者的作文質(zhì)量產(chǎn)生影響。因此,教師和學(xué)生都... 

【文章來(lái)源】：中國(guó)石油大學(xué)(華東)山東省 211工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：76 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Contents
Introduction
Chapter One An Overview of Logic
    1.1 A Brief Introduction to Logic
        1.1.1 Definition of Logic
        1.1.2 Basic Theories about Logic
            1.1.2.1 Inference and Logical Form
            1.1.2.2 Propositional Logic
    1.2 Logic Discrepancy Between China and Western Countries
Chapter Two Discourse Coherence
    2.1 Definition of Coherence
    2.2 Cohesion
        2.2.1 Reference
        2.2.2 Substitution and Ellipsis
        2.2.3 Conjunction
        2.2.4 Lexical Cohesion
    2.3 Thematic Structure and Information Structure
    2.4 Macrostructure
Chapter Three Logic in Linguistics
    3.1 Logic and Language
        3.1.1 The Relationship Between Logic and Language
        3.1.2 Contrastive Analysis of Logics in Chinese and English
    3.2 Logic and Coherence
        3.2.1 Logical Connectors and Coherence
        3.2.2 Propositional Relativity and Coherence
Chapter Four Experiment Design and Data Processing
    4.1 Method
    4.2 Subjects
    4.3 Instruments
    4.4 Data Processing
    4.5 Data Analysis
        4.5.1 The Problems in Respect of Using Logical Connectors
        4.5.2 The Problems in Respect of the Thematic Progression
            4.5.2.1 No Connection with Any Progression Pattern
            4.5.2.2 The Unclear Relationship Between Themes
            4.5.2.3 Themes Carrying New Information
        4.5.3 The Problems in Respect of the Macrostructure
            4.5.3.1 No Macro-theme
            4.5.3.2 No Hyper-themes
            4.5.3.3 The Coherent Errors in Paragraphs with Hyper-themes: Inconsistency Between Hyper-themes and Their Supporting Details
    4.6 Research Results
        4.6.1 In Respect of Logical Connectors
        4.6.2 In Respect of the Thematic Progression
        4.6.3 In Respect of the Macrostructure
Chapter Five Discussion and Suggestions
    5.1 The Insufficiency of Students’Linguistic Competence and Logical Abilities
    5.2 The Influence of the Different Chinese-western Logical Coherence
        5.2.1 Differences of Logical Connectors Between Chinese and English
        5.2.2 Differences of Thematic Progression Between Chinese and English
        5.2.3 Macro-structure
    5.3 Problems in the Teaching of Writing
        5.3.1 The Deep Impact of the Traditional Teaching Method on the Teaching of Writing
        5.3.2 Teachers’Neglect of the Knowledge about Textual Cohesion
        5.3.3 Teachers’Neglect of the Knowledge about Logics
    5.4 Suggestions for Teachers and Learners
Conclusion
References
Appendix I
Appendix II
Acknowledgements


【參考文獻(xiàn)】：
期刊論文
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[3]貴州初中學(xué)生邏輯思維能力狀況的跨文化分析[J]. 姚靜.  數(shù)學(xué)教育學(xué)報(bào). 1998(04)
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