本文選題：銜接理論　切入點(diǎn)：段落寫作　出處：《渤海大學(xué)》2017年碩士論文

【摘要】：國家制定的《高中義務(wù)教育英語課程標(biāo)準(zhǔn)》(以下簡稱《新課標(biāo)》)的頒布和實(shí)施標(biāo)志著我國基礎(chǔ)教育英語課程改革進(jìn)入到一個(gè)嶄新的發(fā)展時(shí)期。在課堂教學(xué)中,過去那種在應(yīng)試教育影響下的教師過分注重語法、句子結(jié)構(gòu)和做題技巧的現(xiàn)象正在逐步好轉(zhuǎn)。近年來,隨著高中英語課程改革的不斷深入,高中學(xué)生的聽、說、讀、寫四種技能的訓(xùn)練有所加強(qiáng),他們的實(shí)踐能力也得到了一定的提高。然而,相對(duì)而言,寫作方面的狀況并不樂觀。通過對(duì)學(xué)生習(xí)作的觀察分析以及相關(guān)調(diào)查研究發(fā)現(xiàn),學(xué)生在寫作上存在著謀篇意識(shí)不強(qiáng),銜接手段缺失,過渡詞使用不合理等現(xiàn)象。故而導(dǎo)致了寫作內(nèi)容語篇不連貫,篇章意識(shí)薄弱,缺乏條理,結(jié)構(gòu)松散。同時(shí),在全面深化教育體制改革和重視發(fā)展學(xué)生核心素養(yǎng)的大背景下,加強(qiáng)寫作教學(xué)和寫作訓(xùn)練顯得尤為必要。以往的研究多注重于對(duì)寫作篇章整體的訓(xùn)練,這樣的訓(xùn)練在短時(shí)間內(nèi)無法到達(dá)明顯的效果。因此,筆者將重點(diǎn)從段落寫作入手,將銜接理論應(yīng)用于其中,通過段落寫作的訓(xùn)練實(shí)現(xiàn)學(xué)生在寫作成績的提高。由系統(tǒng)功能語言學(xué)創(chuàng)始者韓禮德和哈桑合著的《英語的銜接》的出版,標(biāo)志著銜接理論的創(chuàng)立。多年來,在眾多專家學(xué)者的研究和探討下,銜接理論已經(jīng)發(fā)展為可以應(yīng)用于文體學(xué)、翻譯學(xué)和外語教學(xué)等多領(lǐng)域的理論模式。本文將對(duì)銜接理論在高中英語段落寫作教學(xué)中的應(yīng)用進(jìn)行實(shí)證研究,試圖通過實(shí)驗(yàn)驗(yàn)證銜接理論應(yīng)用于高中英語段落寫作課堂教學(xué)能否有助于提高學(xué)生英語段落寫作意識(shí)與能力。本文研究問題有二個(gè):1、銜接理論應(yīng)用于高中英語段落寫作教學(xué)能提高學(xué)生的段落寫作意識(shí)嗎?2、銜接理論應(yīng)用于高中英語段落寫作教學(xué)能提高學(xué)生的英語寫作成績嗎?為了回答上述研究問題,筆者實(shí)施了為期16周的教學(xué)實(shí)驗(yàn)。實(shí)驗(yàn)對(duì)象為高二年級(jí)兩個(gè)班的70名學(xué)生。通過前測,兩個(gè)班的英語寫作水平相當(dāng)。實(shí)驗(yàn)材料為外語教學(xué)與研究出版社的英語教材必修五。實(shí)驗(yàn)工具包括調(diào)查問卷、測試、訪談和SPSS數(shù)據(jù)分析軟件。教學(xué)實(shí)驗(yàn)后,筆者收集數(shù)據(jù)并進(jìn)行分析。通過數(shù)據(jù)分析,可以得出如下結(jié)論:首先,銜接理論應(yīng)用于高中英語段落寫作教學(xué)能提高學(xué)生英語段落寫作意識(shí)與能力,通過銜接手段的教授和訓(xùn)練,學(xué)生的段落寫作意識(shí)明顯增強(qiáng)。其次,銜接理論能提高學(xué)生的英語寫作成績,通過對(duì)銜接手段的訓(xùn)練,學(xué)生的寫作質(zhì)量明顯提高,寫作成績也相應(yīng)提高。綜上所述,本研究結(jié)果表明銜接理論可以提高學(xué)生的英語寫作水平。
[Abstract]:The promulgation and implementation of the National English Curriculum Standard for compulsory Education in Senior Middle School (hereinafter referred to as "the New Curriculum Standard") marks the beginning of a new period of development in the reform of the English curriculum for basic education in China. In the past, teachers under the influence of examination-oriented education were gradually improving the phenomenon of paying too much attention to grammar, sentence structure and skills of doing questions. In recent years, with the deepening of English curriculum reform in senior high schools, senior high school students listen, speak, and read. The training of writing four skills has been strengthened, and their practical ability has been improved. However, the situation in writing is not optimistic. Through the observation and analysis of students' exercises and related research, we find that, There are some phenomena in the writing of students, such as weak sense of seeking text, lack of cohesive devices, unreasonable use of transitional words and so on, which lead to discoherence of content, weak sense of text, lack of organization and loose structure. Under the background of deepening the reform of educational system and developing students' core accomplishment, it is necessary to strengthen writing teaching and writing training. This kind of training can not get obvious effect in a short period of time. Therefore, the author will focus on paragraph writing and apply cohesion theory to it. Through the training of paragraph writing, students' writing achievement can be improved. The publication of cohesion in English, co-authored by Halliday and Hasan, the founder of systemic functional linguistics, marks the foundation of cohesion theory. Under the research and discussion of many experts and scholars, cohesion theory has been developed to be applicable to stylistics. This paper makes an empirical study on the application of cohesion theory in the teaching of English paragraph writing in senior high school. This paper tries to verify whether the application of cohesion theory to the classroom teaching of high school English paragraph writing can help improve the students' consciousness and ability of writing English paragraphs. There are two questions in this study: 1: 1, and the cohesion theory is applied to senior high school English paragraphs. Can the teaching of falling writing improve the students' sense of paragraph writing? 2. Can the application of cohesion theory to the teaching of English paragraph writing in senior high school improve students' English writing scores? In order to answer the above questions, the author carried out a 16-week teaching experiment. The subjects were 70 students from two classes of grade two in senior high school. The two classes have the same level of English writing. The experimental materials are required for the English teaching materials of the Foreign language Teaching and Research Publishing House. 5. The experimental tools include questionnaires, tests, interviews and SPSS data analysis software. The author collects and analyzes the data. Through the data analysis, the following conclusions can be drawn: firstly, the application of cohesion theory to the teaching of English paragraph writing in senior high school can improve the students' awareness and ability of English paragraph writing. Through the teaching and training of cohesive devices, the students' sense of paragraph writing is obviously enhanced. Secondly, cohesion theory can improve students' English writing scores, and the quality of students' writing can be improved obviously through the training of cohesive devices. In conclusion, the present study shows that cohesion theory can improve students' English writing proficiency.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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