發(fā)布時(shí)間：2018-05-04 22:07

  本文選題：銜接 + 詞匯銜接手段��； 參考：《河北師范大學(xué)》2017年碩士論文

【摘要】：英語(yǔ)寫作是表達(dá)思想和感情的工具,在外語(yǔ)教學(xué)中占據(jù)十分重要的位置。寫作的主要目的在于建構(gòu)銜接和連貫的文本,以達(dá)成有效的交流。銜接有助于構(gòu)建條理清晰的文本及全面完整的語(yǔ)篇信息,在寫作中至關(guān)重要。而作為銜接中重要手段之一的詞匯銜接手段,是近年來(lái)應(yīng)用語(yǔ)言學(xué)界和話語(yǔ)分析領(lǐng)域研究的熱門話題。盡管國(guó)內(nèi)外學(xué)者均對(duì)寫作中詞匯銜接手段進(jìn)行了探討與研究,但研究結(jié)果差異較大,需要更多相關(guān)研究來(lái)驗(yàn)證�；诖�,本文以韓禮德和哈桑提出的銜接理論(1976)為理論框架,并借鑒侯易的詞匯銜接分類,將詞匯銜接分為簡(jiǎn)單重復(fù)、復(fù)雜重復(fù)、同義關(guān)系、反義關(guān)系、上下義關(guān)系及概括詞六類,具體的研究問題是發(fā)現(xiàn)六類詞匯銜接手段在中國(guó)英語(yǔ)學(xué)習(xí)者的說(shuō)明文中總體情況,高分組和低分組學(xué)生寫作在使用詞匯銜接手段上的異同,以及詞匯銜接手段與寫作質(zhì)量的關(guān)系。本研究的文本選自《中國(guó)學(xué)生英語(yǔ)口筆語(yǔ)語(yǔ)料庫(kù)(2.0版)》中的筆語(yǔ)語(yǔ)料庫(kù),采用定性和定量相結(jié)合的方法,分別對(duì)高質(zhì)量組和低質(zhì)量?jī)山M學(xué)生共180篇說(shuō)明文中的詞匯銜接手段運(yùn)用情況進(jìn)行了分析。本研究首先通過辦公軟件統(tǒng)計(jì)文本中所用的詞匯銜接手段的總體情況;采取獨(dú)立樣本T檢驗(yàn)來(lái)分析兩組在詞匯銜接手段的差異;運(yùn)用相關(guān)分析及案例分析來(lái)研究詞匯銜接手段與作文質(zhì)量的關(guān)系。主要研究結(jié)果如下:中國(guó)英語(yǔ)學(xué)習(xí)者說(shuō)明文中的使用頻率從高到底依次是簡(jiǎn)單重復(fù),復(fù)雜重復(fù),近義關(guān)系,反義關(guān)系,上下義關(guān)系及概括詞;通過獨(dú)立樣本T檢驗(yàn)發(fā)現(xiàn),高分組在同義關(guān)系,上下義關(guān)系,及概括詞三種詞匯銜接手段與低分組有顯著差異,且高分組學(xué)生使用詞匯銜接手段數(shù)量上比低分組學(xué)生要多,且豐富,水平更高;通過相關(guān)性研究發(fā)現(xiàn),六種詞匯銜接手段中,同義詞、上下義詞和概括詞的使用與其作文質(zhì)量有正相關(guān)的關(guān)系。通過對(duì)中國(guó)英語(yǔ)學(xué)習(xí)者對(duì)詞匯銜接手段的使用,旨在提高教師對(duì)詞匯銜接手段的重視程度,以及在教學(xué)中增加相應(yīng)的講解及練習(xí),從而使學(xué)生養(yǎng)成在寫作中靈活運(yùn)用詞匯銜接的能力。
[Abstract]:English writing is a tool for expressing thoughts and feelings and plays an important role in foreign language teaching. The main purpose of writing is to construct cohesive and coherent texts in order to achieve effective communication. Cohesion helps to build coherent texts and complete textual information, which is of great importance in writing. As one of the most important devices in cohesion, lexical cohesion is a hot topic in the field of applied linguistics and discourse analysis in recent years. Although scholars both at home and abroad have explored and studied lexical cohesion in writing, the results of the study are quite different and need more relevant research to verify. Based on this, this paper takes the cohesion theory put forward by Halliday and Hasan as the theoretical framework, and draws lessons from Hou Yi's lexical cohesion classification, classifies lexical cohesion into simple repetition, complex repetition, synonymy relation and antisense relationship. The specific problem is to find out that the six types of lexical cohesive devices are in the general situation of Chinese EFL learners, and the similarities and differences in the use of lexical cohesive devices between high-score and low-group students. And the relationship between lexical cohesion and writing quality. The text of the present study is selected from the pen corpus of Chinese students' English colloquial pen Corpus 2.0, and adopts the method of combining qualitative and quantitative analysis. This paper analyzes the use of lexical cohesive devices in 180 narrative texts of high quality and low quality students. In this study, the general situation of lexical cohesive devices used in the statistical text of office software is first analyzed, and the differences between the two groups in lexical cohesive devices are analyzed by using independent sample T test. Correlation analysis and case study are used to study the relationship between lexical cohesion and composition quality. The main results of this study are as follows: the frequency of Chinese EFL learners' use from high to bottom is simple repetition, complex repetition, synonymy, antonym, upper and lower semantic relations and generalizations, and is found by independent sample T test. There are significant differences among the three lexical cohesive devices of synonymous relation, upper and lower semantic relation, and generalization word between the high score group and the low group, and the number of lexical cohesive devices used by the high score group students is more than that of the low group students, and the students in the high score group use more, richer and higher level of lexical cohesive devices than the low group students. It is found that among the six lexical cohesive devices, the use of synonyms, synonyms and generalizations is positively related to the quality of their compositions. Through the use of lexical cohesive devices by Chinese EFL learners, the purpose of this paper is to increase teachers' attention to lexical cohesive devices and to increase the corresponding explanation and practice in teaching. So that students develop the ability of flexible use of lexical cohesion in writing.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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本文編號(hào)：1844872