【摘要】：全球經(jīng)濟(jì)的飛速發(fā)展以及國際貿(mào)易的日益增加,對(duì)于培養(yǎng)高水平英語人才有了更強(qiáng)烈的需求,尤其是對(duì)英語寫作方面的需求與日俱增。隨之,中國教學(xué)中便對(duì)寫作有了更高的要求,如江蘇英語高考試卷中英語寫作分值占總分值的21%,因此培養(yǎng)學(xué)生的英語寫作能力對(duì)高中英語教學(xué)有著重要意義。英語寫作能力體現(xiàn)了一個(gè)人組織思維和運(yùn)用語言的綜合素質(zhì)和能力,其中,語篇的銜接連貫?zāi)芰t是一個(gè)不可小覷的方面,然而,高中英語寫作教學(xué)中卻沒有太重視這個(gè)方面的內(nèi)容,并且,將語篇的銜接連貫理論與高中英語寫作教學(xué)方面相結(jié)合的應(yīng)用研究也是少之甚少。如何將語篇銜接連貫理論有效地應(yīng)用于高中英語寫作教學(xué)中來從而提升學(xué)生的寫作能力仍然是一個(gè)很棘手的問題。本基于這樣的背景下,本研究采用以銜接理論為導(dǎo)向的寫作教學(xué)模式,以冀提高高中學(xué)生的英語寫作能力和英語寫作興趣。銜接與連貫是指大塊的文本之間的連接,而這種銜接與連貫的重要性正是體現(xiàn)在文本各段內(nèi)容間的連續(xù)性上。了解這種文本的連續(xù)性能助寫作內(nèi)容更加的順暢、自然與連貫。根據(jù)韓禮德和哈森對(duì)銜接做出的分類結(jié)構(gòu)來看,銜接主要包括一些銜接手段如:指代、替代、省略、連接、重復(fù)、搭配。因此,對(duì)于這些銜接手段的認(rèn)識(shí)能有效幫助學(xué)習(xí)者正確認(rèn)識(shí)文本的語言結(jié)構(gòu),從而在寫作中更好地運(yùn)用。本研究著重探討兩個(gè)問題:1.高中生英語寫作中出現(xiàn)錯(cuò)誤的銜接與不連貫的原因是什么?2.將語篇的銜接與連貫理論應(yīng)用于寫作教學(xué)后,學(xué)生對(duì)于寫作學(xué)習(xí)的態(tài)度轉(zhuǎn)變了多少?3.將語篇的銜接與連貫理論應(yīng)用于寫作教學(xué)后,教師對(duì)于寫作教學(xué)的態(tài)度轉(zhuǎn)變了多少?在本研究中,來自江蘇省錫東高級(jí)中學(xué)兩個(gè)班的80名學(xué)生作為被試參加了為期三個(gè)月的實(shí)驗(yàn)教學(xué).為了提高實(shí)驗(yàn)的信度與效度,實(shí)驗(yàn)采用了前測與后側(cè)方法相結(jié)合。前測結(jié)果表明兩班學(xué)生的英語閱讀能力都沒有顯著性差異,后測結(jié)果顯示實(shí)驗(yàn)班學(xué)生的寫作能力得到了一定的提高。此外,從調(diào)查問卷和訪談的結(jié)果來看,銜接與連貫理論的確能提高學(xué)生的寫作興趣和寫作能力,特別是對(duì)于水平中等的學(xué)生來說。本文包括六個(gè)章節(jié)。第一個(gè)章節(jié)概述本研究的背景、現(xiàn)狀、意義、目的和論文的框架。第二章節(jié)為文獻(xiàn)綜述部分,包括國內(nèi)外銜接理論的主要內(nèi)容和發(fā)展研究現(xiàn)狀,銜接與連貫之間的重要關(guān)系,以及銜接和連貫與英語寫作的關(guān)系意。第三章節(jié)為概念為主,主要介紹了語篇、文本的銜接與連貫的概念。以及他們之間的關(guān)系及在英語寫作中的意義。第四章是研究方法,詳細(xì)介紹研究問題、研究工具、被試情況和具體的研究過程。第五章則是通過前測和后側(cè)兩種方法,對(duì)從調(diào)查問卷、訪談和測試的數(shù)據(jù)進(jìn)行詳細(xì)分析,深入討論。第六章為實(shí)驗(yàn)的結(jié)論部分,包括本研究的重要發(fā)現(xiàn)和一些教學(xué)啟示,以及當(dāng)前本研究的局限性和對(duì)未來作進(jìn)一步研究的建議。
[Abstract]:With the rapid development of the global economy and the increasing international trade, there is a strong demand for the cultivation of high-level English talents, especially for English writing. It is of great significance to cultivate students'English writing ability in senior high school English teaching. English writing ability embodies a person's comprehensive quality and ability of organizing thinking and using language. Among them, the ability of cohesion and coherence in discourse is an aspect that can not be underestimated. However, little attention has been paid to this aspect in Senior High School English writing teaching. How to apply the theory of cohesion and coherence to the teaching of senior high school English writing effectively to improve students'writing ability is still a very difficult problem. The study adopts a cohesion-oriented writing teaching model in order to improve senior high school students'English writing ability and interest. Cohesion and coherence refer to the connection between large pieces of text. The importance of cohesion and coherence is reflected in the continuity of the text. According to Halliday and Hussein's classification of cohesion, cohesion mainly includes some cohesive devices such as reference, substitution, ellipsis, connection, repetition and collocation. This study focuses on two questions: 1. What are the causes of erroneous cohesion and incoherence in senior high school students'English writing? 2. How much have students' attitudes towards writing changed after applying the theory of cohesion and coherence to the teaching of writing? 3. How much has the theory of cohesion and coherence been applied to the teaching of writing? In this study, 80 students from two classes of Xidong Senior High School in Jiangsu Province participated in a three-month experimental teaching. In order to improve the reliability and validity of the experiment, a combination of pre-test and post-test was used. The results of the pre-test showed that the two classes of students were in English. The results of the post-test show that the writing ability of the students in the experimental class has been improved to a certain extent. In addition, the results of the questionnaire and interviews show that cohesion and coherence theory can indeed improve the students'writing interest and ability, especially for the middle-level students. Chapter two is a literature review, including the main contents and current research situation of cohesion theory at home and abroad, the important relationship between cohesion and coherence, and the relationship between cohesion and coherence and English writing. Chapter Four introduces the research methods, including research questions, research tools, subjects and specific research process. Chapter Five introduces the concepts of text cohesion and coherence, and their relationship and significance in English writing. Chapter 6 is the conclusion of the experiment, including the important findings and some instructional implications of this study, as well as the limitations of the current study and suggestions for further research.
【學(xué)位授予單位】：杭州師范大學(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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