本文選題：體裁分析　切入點(diǎn)：過程體裁法　出處：《貴州師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：目前,我國(guó)高中英語寫作教學(xué)中存在一個(gè)普遍的問題,就是過于傾向詞匯語法的教學(xué),而對(duì)語篇的知識(shí)關(guān)注過少�！队⒄Z課程標(biāo)準(zhǔn)》(實(shí)驗(yàn)稿)中明確提到:“教師應(yīng)該從內(nèi)容要點(diǎn)、語言使用效果、結(jié)構(gòu)和連貫性、語言形式、格式和語域以及與目標(biāo)讀者的交流五個(gè)方面進(jìn)行評(píng)價(jià)�！彼鼜�(qiáng)調(diào)了寫作的情景語境知識(shí)和語域知識(shí),因此在寫作中學(xué)生們考慮寫作目的、作者與讀者關(guān)系、題目等因素就顯得尤為重要。而這些因素與語篇的構(gòu)建是分不開的,因此發(fā)展學(xué)生的語篇構(gòu)建能力有其必要性。本論文嘗試通過過程體裁法來發(fā)展學(xué)生的語篇構(gòu)建能力以求達(dá)到提升學(xué)生寫作成績(jī)的目的。在此基礎(chǔ)上筆者對(duì)該論文提出三個(gè)問題:(1)過程體裁法可以有效地發(fā)展學(xué)生的語篇構(gòu)建能力嗎?為什么?(2)學(xué)生語篇構(gòu)建能力的提升是否有助于提高學(xué)生的寫作成績(jī)?(3)在中學(xué)運(yùn)用過程體裁法后,我們?nèi)绾斡行У靥岣邔W(xué)生的寫作水平?筆者以貴陽市第二中學(xué)中高一(1)班和高一(3)班共100名學(xué)生為研究對(duì)象,實(shí)施了為期近四個(gè)月的實(shí)驗(yàn)研究。首先以問卷調(diào)查的形式了解學(xué)生對(duì)英語寫作的態(tài)度,然后通過實(shí)驗(yàn)研究的方式對(duì)實(shí)驗(yàn)班與控制班作前測(cè)和后測(cè)各兩種體裁語篇構(gòu)建成績(jī)對(duì)比,對(duì)體裁分析理論和圖示理論指導(dǎo)下過程體裁法發(fā)展學(xué)生語篇構(gòu)建能力進(jìn)行定量分析,從而給出一些可行性的建議。研究表明,過程體裁法不僅可以幫助學(xué)生養(yǎng)成良好的閱讀和分析范文的好習(xí)慣,建立對(duì)寫作的自信心,也能緩和師生之間的關(guān)系。同時(shí),經(jīng)過一個(gè)學(xué)期的語篇構(gòu)建實(shí)驗(yàn)發(fā)現(xiàn),被試者在語篇構(gòu)建能力和寫作成績(jī)方面均有很大提高,具體表現(xiàn)在連貫、結(jié)構(gòu)組織、恰當(dāng)性等方面,同時(shí)語篇具有很強(qiáng)的可讀性。因此,過程體裁法在發(fā)展學(xué)生語篇構(gòu)建能力上具有很強(qiáng)的適應(yīng)性,并能有效地提高高中學(xué)生的英語寫作能力。
[Abstract]:At present, there is a common problem in the teaching of English writing in senior high school in China, that is, too much attention is paid to the teaching of vocabulary and grammar, and too little attention is paid to the knowledge of discourse. Language use effect, structure and coherence, language form, format and register, and communication with target readers are evaluated. "it emphasizes situational context knowledge and register knowledge of writing. Therefore, it is very important for middle school students to consider the purpose of writing, the relationship between the author and the reader, the topic and so on, and these factors are closely related to the construction of the text. Therefore, it is necessary to develop the students' discourse construction ability. This thesis attempts to develop the students' discourse construction ability through the process genre approach in order to achieve the purpose of improving the students' writing achievement. On this basis, the author makes an analysis of the thesis. Put forward three questions: 1) can the process genre approach effectively develop students' discourse building ability? Why? (2) will the improvement of students' ability of discourse construction contribute to the improvement of students' writing performance? (3) how can we effectively improve the students' writing ability after applying process genres in middle schools? The author conducted a four-month experimental study of 100 students in Grade 1 and Grade 3 of Middle School No. 2 in Guiyang City. First of all, a questionnaire survey was conducted to find out the students' attitude towards English writing. Then through the way of experimental research, the paper compares the results of pre-test and post-test of the experimental class and the control class, and makes a quantitative analysis of the development of students' discourse construction ability under the guidance of the theory of genre analysis and the theory of illustration, and the method of developing students' discourse construction ability under the guidance of the theory of genre analysis and the theory of illustration. The study shows that the process approach can not only help students to develop good habits of reading and analyzing model articles, but also build self-confidence in writing, and ease the relationship between teachers and students, at the same time, the study shows that the process approach can not only help students develop good habits of reading and analyzing model articles, but also relax the relationship between teachers and students. After a semester of text construction experiments, it was found that the subjects had a great improvement in the ability of text construction and writing achievement, which were manifested in the aspects of coherence, structural organization, appropriateness, and so on, while the text was highly readable. Process approach has a strong adaptability in developing students' discourse construction ability and can effectively improve senior high school students' English writing ability.
【學(xué)位授予單位】：貴州師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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