本文選題：原因-結(jié)果組篇詞語(yǔ) + 語(yǔ)篇模式��； 參考：《太原理工大學(xué)》2017年碩士論文

【摘要】：英語(yǔ)寫(xiě)作從本質(zhì)上講是使用語(yǔ)篇進(jìn)行交際。對(duì)于英語(yǔ)專業(yè)學(xué)生來(lái)說(shuō),了解英語(yǔ)寫(xiě)作中的語(yǔ)篇模式,并運(yùn)用形式多樣的組篇詞語(yǔ),可以使英語(yǔ)寫(xiě)作得心應(yīng)手。原因-結(jié)果組篇詞語(yǔ)具有銜接連貫作用,它們的作用不是表達(dá)真正的思想內(nèi)容,而是發(fā)揮著承上啟下的組織功能。正是它們的存在才把文章中論據(jù)論點(diǎn)合理有序地連接起來(lái)。而議論文就是用論據(jù)證明論點(diǎn),并陳述論據(jù)與論點(diǎn)之間因果關(guān)系的說(shuō)理性文體。因此,在議論文寫(xiě)作中運(yùn)用不同的原因-結(jié)果組篇詞語(yǔ)來(lái)清晰地呈現(xiàn)因果關(guān)系在很大程度上決定寫(xiě)作的質(zhì)量。自從語(yǔ)篇銜接理論誕生以來(lái),很多學(xué)者開(kāi)始對(duì)此進(jìn)行研究。國(guó)內(nèi)外許多學(xué)者對(duì)英語(yǔ)寫(xiě)作中的語(yǔ)篇模式分布情況進(jìn)行了探索。但是筆者發(fā)現(xiàn)他們均將焦點(diǎn)關(guān)注于主張-反主張、觀點(diǎn)-舉例、問(wèn)題-解決等基本模式及其相關(guān)的組篇詞語(yǔ),很少有學(xué)者對(duì)原因-結(jié)果語(yǔ)篇模式及其相關(guān)組篇詞語(yǔ)在英語(yǔ)寫(xiě)作中的應(yīng)用情況進(jìn)行深入研究。此外,調(diào)查研究顯示,對(duì)于大多數(shù)中國(guó)學(xué)生來(lái)說(shuō),不會(huì)恰當(dāng)?shù)赜糜⒄Z(yǔ)特有的篇章結(jié)構(gòu)模式安排宏觀結(jié)構(gòu),組篇詞語(yǔ)積累單薄,不會(huì)用多種詞語(yǔ)表達(dá)同一意義,更少有學(xué)生在寫(xiě)作中能夠運(yùn)用豐富的組篇詞語(yǔ)使其文章銜接連貫。因此,本研究從原因-結(jié)果組篇詞語(yǔ)的角度出發(fā),對(duì)英語(yǔ)專業(yè)學(xué)生議論文寫(xiě)作中原因-結(jié)果組篇詞語(yǔ)的使用情況進(jìn)行研究,目的在于幫助學(xué)生把握英語(yǔ)文章的這種謀篇布局規(guī)律,并且能夠運(yùn)用豐富的因果組篇詞語(yǔ)使文章銜接連貫,從而提高英語(yǔ)寫(xiě)作水平。鑒于此,本文采取語(yǔ)料庫(kù)研究方法、問(wèn)卷調(diào)查法、訪談法的綜合研究思路進(jìn)行研究。首先,建立兩個(gè)語(yǔ)料庫(kù)。第一個(gè)語(yǔ)料庫(kù)的樣本文本來(lái)自某理工大學(xué)英語(yǔ)專業(yè)二年級(jí)學(xué)生的專四作文,均為議論文,共284篇。第二個(gè)是參照語(yǔ)料庫(kù),選自比利時(shí)Louvain大學(xué)Sylviane Granger教授主持建設(shè)的LOCNESS(The Louvain Corpus of Native English Essay)魯汶英語(yǔ)本族語(yǔ)作文語(yǔ)料庫(kù),語(yǔ)料庫(kù)收集了美國(guó)本族語(yǔ)大學(xué)生英語(yǔ)議論文220篇。然后利用AntConc 3.2.4軟件中的Concordance,抽取兩個(gè)語(yǔ)料庫(kù)里所有標(biāo)注的因果組篇詞語(yǔ)。通過(guò)對(duì)比分析,本文主要研究以下幾個(gè)問(wèn)題:(1)英語(yǔ)專業(yè)學(xué)生議論文寫(xiě)作中原因-結(jié)果組篇詞語(yǔ)的使用和本族語(yǔ)者相比有何異同?(2)英語(yǔ)專業(yè)學(xué)生原因-結(jié)果組篇詞語(yǔ)的使用頻率如何?有哪些過(guò)度使用?哪些不常使用?哪些沒(méi)有使用?(3)哪些因素影響了英語(yǔ)專業(yè)學(xué)生議論文寫(xiě)作中對(duì)原因-結(jié)果組篇詞語(yǔ)的選用?研究結(jié)果表明:(1)從整體上看,英語(yǔ)專業(yè)學(xué)生議論文中原因-結(jié)果組篇詞語(yǔ)的使用不僅種類少,而且使用頻率也低于本族語(yǔ)學(xué)生。從表面上看,最常使用的前十種因果組篇詞語(yǔ)基本一樣;(2)英語(yǔ)專業(yè)學(xué)生在議論文寫(xiě)作中使用的短語(yǔ)形式的組篇詞語(yǔ)相對(duì)較少;(3)與本族語(yǔ)學(xué)生相比,英語(yǔ)專業(yè)學(xué)生過(guò)度使用as,since,why,explain,so,hence,therefore,result等因果組篇詞語(yǔ),對(duì)accordingly,explanation,bring about,owing to/of,lead to,result in/from,as a consequence等詞語(yǔ)使用不足。此外,共有21種因果組篇詞語(yǔ)沒(méi)有被英語(yǔ)專業(yè)學(xué)生使用;(4)在原因-結(jié)果語(yǔ)篇模式中,英語(yǔ)專業(yè)學(xué)生在文章中所使用的組篇詞語(yǔ)單一、枯燥乏味缺乏說(shuō)服力。為了更深入地了解造成上述結(jié)果的主要原因,作者還對(duì)英語(yǔ)專業(yè)學(xué)生進(jìn)行了問(wèn)卷調(diào)查和訪談。調(diào)查結(jié)果顯示:(1)英語(yǔ)專業(yè)學(xué)生關(guān)于原因-結(jié)果組篇詞語(yǔ)的知識(shí)輸入幾乎為零;(2)受學(xué)習(xí)策略的影響,在詞匯輸出方面,他們選擇了回避策略;(3)英語(yǔ)專業(yè)學(xué)生不了解原因-結(jié)果語(yǔ)篇模式的內(nèi)在規(guī)律。最后,針對(duì)以上研究結(jié)果,作者對(duì)未來(lái)英語(yǔ)議論文寫(xiě)作教學(xué)提出三條建設(shè)性意見(jiàn):在二語(yǔ)寫(xiě)作教學(xué)中,教師應(yīng)重視組篇詞語(yǔ)的知識(shí)輸入;鼓勵(lì)學(xué)生以詞鏈的形式積累詞匯;加強(qiáng)語(yǔ)篇模式在英語(yǔ)寫(xiě)作中的應(yīng)用。
[Abstract]:The essence of English writing is to use discourse to communicate. For English majors, to understand the text patterns in English writing and to use various forms of phrases can make English writing handy. It is their existence that connects the argument arguments in a reasonable and orderly way. The argumentative paper is a rational style that proves the argument with the argument and states the causal relationship between the argument and the argument. The present causality determines the quality of writing to a large extent. Since the birth of the theory of discourse cohesion, many scholars have begun to study it. Many scholars at home and abroad have explored the distribution of discourse patterns in English writing. But the author finds that they all focus on propositions counter propositions, views, examples, problems and solutions. Few scholars have studied the application of cause - result discourse pattern and its related text in English writing. In addition, research shows that for most Chinese students, the macro structure is not properly arranged in English specific text structure patterns. In this study, the use of causes and results in English Major Students' Argumentative Writing is studied from the perspective of cause and result group words. The purpose of this paper is to help students grasp the rules of the layout of English articles, and to make use of the rich and causality group words to make the articles coherent and thus improve the level of English writing. In view of this, this paper takes a corpus study method, questionnaire survey method and interview method to study. First, two corpus are established. The sample text of the first corpus comes from the four composition of a Polytechnic College English Major Grade Two, all of which are argumentative, 284. Second are reference corpora, selected from the LOCNESS (The Louvain Corpus of Native English Essay) from Professor Sylviane Granger of Louvain University in Belgium (The Louvain Corpus of Native English Essay) English native language composition The corpus collects 220 American Undergraduate English Argumentative Essays in American native language college students, and then uses Concordance in AntConc 3.2.4 software to extract all the causality phrases in two corpus. Through comparative analysis, this paper mainly studies the following questions: (1) the cause and result group words in English Major Students' Argumentative Writing What are the similarities and differences compared with those of the native speakers? (2) what is the frequency of the use of cause - result group words for English majors? What are over use? What are not used often? What are not used? (3) which factors affect the selection of original result group words in English Major Students' Argumentative Writing? The results show that (1) from the whole As a matter of body, the use of cause - result group words in English Majors' argumentative paper is not only less, but also less frequently used than native language students. On the surface, the most common use of the first ten causality groups is the same; (2) English Majors' phrases used in Argumentative Writing are relatively small; (3) Compared with native language students, English majors overuse as, since, why, explain, so, hence, therefore, result, and other words and phrases. In addition, there are 21 kinds of causality phrases that are not used by English majors. Use: (4) in the cause result discourse model, the English major students used in the article are single, dull and unpersuasive. In order to understand the main causes of the results, the author also conducted a questionnaire survey and interviews with English majors. The results showed that: (1) English majors about the original language The knowledge input of the result group words is almost zero; (2) influenced by the learning strategy, they choose the avoidance strategy in terms of vocabulary output; (3) the English majors do not understand the inherent law of the cause result discourse pattern. Finally, the author puts forward three constructive meanings to the teaching of future English argumentative writing. See: in the teaching of two language writing, teachers should attach importance to the knowledge input of group words and phrases, encourage students to accumulate vocabulary in the form of word chain, and strengthen the application of discourse patterns in English writing.

【學(xué)位授予單位】：太原理工大學(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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