發(fā)布時間：2018-08-13 18:40

【摘要】：英語寫作能力是一項(xiàng)非常重要的語言技能,尤其是對英語專業(yè)的學(xué)生而言。然而學(xué)生的實(shí)際寫作能力并不樂觀,近年來有諸多針對英語寫作能力的研究,以期能夠提高學(xué)生的寫作能力。其中對于寫作教學(xué)法的使用以及作文中出現(xiàn)的各種錯誤的研究較多。評價理論是系統(tǒng)功能語言學(xué)在人際意義方面的擴(kuò)展研究,Martin和White嘗試構(gòu)建評價理論去研究語篇中的評價性語言。學(xué)生在寫作的過程中會用到各種評價資源去表達(dá)自己的態(tài)度,觀點(diǎn)和立場以實(shí)現(xiàn)寫作的目的。本文嘗試把評價理論引入到英語寫作研究中來,應(yīng)用評價理論的框架來分析英語專業(yè)學(xué)生寫作中評價資源的分布及特征,希望在此研究的基礎(chǔ)上能夠?qū)W(xué)生的寫作以及教師的寫作教學(xué)有所啟發(fā)。本文搜集了71篇來自某大學(xué)英語專業(yè)大三英語寫作課期末試卷。采用定量和定性研究的方法,分析其中的評價資源的分布及特征。定量研究以Antconc 3.35,WORD作為研究工具,分析語料中的評價資源的分布。定性研究分析語料中真實(shí)的例子,說明學(xué)生使用評價資源的特征以及使用時存在的問題。本研究的主要發(fā)現(xiàn)如下:首先,71篇的學(xué)生的作文中評價詞有3780個,占到總字?jǐn)?shù)(31466)的12.08%。。其中態(tài)度詞匯占總評價詞的49.8%,級差詞匯占27.2%,介入詞匯占23%,學(xué)生偏向于直接使用態(tài)度資源表達(dá)自己對于某一話題的情感和評價。其次,在態(tài)度子資源中,情感詞和鑒賞詞的數(shù)量接近,判斷詞的總量超過了態(tài)度資源的一半,說明學(xué)生能夠從各個角度對行為作出評價;然后在介入子資源中,否定詞數(shù)量最多,這反映了學(xué)生偏愛否認(rèn)其他可能的潛在觀點(diǎn),嘗試壓縮對話空間,對自己所持有的態(tài)度過于強(qiáng)調(diào),同時又缺少足夠的證據(jù)表明自己觀點(diǎn)的合理性;再次在級差資源中,語勢占到96.2%,聚焦只有3.8%。學(xué)生過多使用比較級和最高級突出自己想要表達(dá)的思想,而不是其他的級差資源,有企圖減少詞匯錯誤的傾向。最后語料中前30個高頻評價詞,集中體現(xiàn)了學(xué)生在使用評價資源方面存在的問題。如不能靈活使用同義詞,同一評價詞匯高頻反復(fù)出現(xiàn)。本研究具有實(shí)踐價值,通過運(yùn)用評價理論框架分析英語專業(yè)學(xué)生寫作中評價詞匯的使用情況,揭示了學(xué)生在作文中使用評價詞匯表達(dá)立場觀點(diǎn)時存在的各種問題,有助于學(xué)生和教師對寫作能力的反思和提高。
[Abstract]:English writing ability is a very important language skill, especially for English majors. However, the students' actual writing ability is not optimistic. In recent years, there are many researches on the English writing ability in order to improve the students' writing ability. Among them, there are many researches on the use of writing teaching method and various mistakes in composition. Evaluation Theory is an extended study of interpersonal meaning in systemic functional Linguistics. Martin and White try to construct an evaluative theory to study the evaluative language in discourse. In the process of writing, students will use various evaluation resources to express their attitudes, views and positions in order to achieve the purpose of writing. This paper attempts to introduce the theory of evaluation into the study of English writing, and applies the framework of evaluation theory to analyze the distribution and characteristics of evaluation resources in the writing of English majors. On the basis of this research, I hope to enlighten students' writing and teachers' writing teaching. This paper collected 71 English writing papers from a college English major. Quantitative and qualitative methods were used to analyze the distribution and characteristics of evaluation resources. The quantitative study uses Antconc 3.35 word as a tool to analyze the distribution of evaluation resources in the corpus. The qualitative study analyzes the real examples in the corpus to illustrate the characteristics of students' use of evaluation resources and the problems in using them. The main findings of this study are as follows: first, there are 3780 words in 71 compositions, accounting for 12.08. of the total number of words (31466). Among them, attitude vocabulary accounted for 49.8% of the total appraising words, differential vocabulary accounted for 27.2 and involved vocabulary accounted for 23%. Students tended to use attitude resources directly to express their feelings and evaluation on a certain topic. Secondly, in the attitude sub-resources, the number of emotion words and appreciation words are close, the total number of judgment words is more than half of the attitude resources, which shows that students can evaluate behavior from various angles; then, in the intervention sub-resources, The number of negative words is the most, which reflects the students' preference to deny other potential views, try to reduce the dialogue space, emphasize their own attitude too much, and lack sufficient evidence to show the reasonableness of their views; Again, in the differential resources, the language potential accounts for 96.2g, focusing only 3.8g. Students tend to try to reduce lexical errors by using the comparative level and the highest level to highlight the ideas they want to express, rather than using other graded resources. The first 30 high-frequency words in the final corpus reflect the problems in the use of evaluation resources. If the synonyms can not be used flexibly, the same evaluation vocabulary appears frequently and repeatedly. This study is of practical value. By using the framework of evaluation theory to analyze the use of evaluation vocabulary in English majors' writing, this paper reveals the problems existing in students' use of evaluation vocabulary to express their views in writing. It is helpful for students and teachers to reflect on and improve their writing ability.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H315

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