【摘要】：修辭結構理論是關于自然語篇的生成和描述的理論。將修辭結構理論運用于高中生英語作文是一個新的研究視角。本研究選取了 60篇高中生英語作文,將其分為高水平組和低水平組,每組各30篇,在修辭結構理論框架下對兩組作文進行修辭樹狀圖標注、統(tǒng)計,并從修辭關系的數(shù)量、頻率和分布以及修辭結構圖示的上層結構等角度對兩組作文進行比較。以期了解高中生高低水平作文在修辭結構上的異同,探索低水平作文在修辭結構關系上存在的不足。主要研究結果包括修辭關系的使用和修辭結構圖示的上層結構兩方面,一方面,就修辭關系使用上來說,首先,兩組作文的最大差異在于高水平組的修辭關系使用總數(shù)及種類遠多于低水平組,這表明高水平組作文的修辭結構更為復雜、多樣。第二,雖然兩組作文的主導修辭關系基本一致,如闡述關系、連接關系及非意愿性原因關系,但是主導關系在兩組中使用總量上的排列順序以及在修辭關系總量中所占的比重相差甚遠,尤其是闡述關系的使用。第三,在低頻率使用的修辭關系上,方式關系、分離關系、條件關系、對照關系在兩組作文中的使用頻率都低于2%,但是低水平組中的低頻率修辭關系種類遠多于高水平組。另外,研究發(fā)現(xiàn),許多修辭關系都沒有出現(xiàn)在高中生寫作中,如除非關系、否則關系、意愿性原因關系等。最后,經(jīng)過SPSS獨立樣本T檢驗得出高中生英語作文水平與修辭關系的使用有顯著性差異。另一方面,就修辭結構圖示的上層結構來說,兩組作文的上層結構基本相同,特別是前兩種修辭結構,最大差異在于上層結構中的第三層修辭關系使用以及每種類型的上層結構使用頻率。本研究結果將有益于低水平英語學習者提高英語寫作水平,同時也對二語寫作教學有所啟示。二語寫作教學者應該更注重二語作文的布局、結構和邏輯,而不是一味強調作文中的措辭、語法、句法等。將修辭結構理論應用與二語寫作教學不僅能給教師提供一個新的評估視角,而且將有益于二語學習者更合理地安排作文結構,提高英語寫作水平。
[Abstract]:The theory of rhetorical structure is about the generation and description of natural discourse. It is a new perspective to apply rhetorical structure theory to senior high school students' English composition. The present study selects 60 English compositions for senior high school students and divides them into high level and low level groups, each with 30 compositions. Under the framework of rhetorical structure theory, the two groups of compositions are represented with tree icons, statistics, and the number of rhetorical relationships. This paper compares the two groups of compositions from the angles of frequency and distribution as well as the upper structure of rhetorical structure. The purpose of this paper is to find out the similarities and differences of high and low level composition in rhetoric structure and to explore the deficiency of the relationship between low level composition and high level composition. The main research results include the use of rhetorical relations and the upper structure of the figure of speech structure. On the one hand, as far as the use of rhetorical relations is concerned, first of all, The biggest difference between the two groups lies in the fact that the total number and types of rhetorical relations used in the high-level group are much more than those in the low-level group, which indicates that the rhetorical structure of the high-level group is more complex and diverse. Second, although the dominant rhetorical relationships between the two groups are basically the same, such as expounding relations, connecting relationships and unintentional causative relationships, However, the order of the total amount used in the two groups and the proportion of the total number of rhetorical relations in the dominant relationship are far different, especially the use of the expounding relationship. Thirdly, in the rhetorical relations of low frequency, mode relation, separation relation, conditional relation and contrast relation, the frequency of use in both groups is lower than that in two groups, but the types of low frequency rhetorical relation in low level group are much more than those in high level group. In addition, it is found that many rhetorical relationships do not appear in high school students' writing, such as the relationship unless the relationship, the relationship of willing reasons and so on. Finally, SPSS independent sample T test shows that there is a significant difference in the use of rhetorical relationship between the English composition level of senior high school students. On the other hand, as far as the upper structure of the figure of speech structure is concerned, the upper structure of the two groups of compositions is basically the same, especially the first two kinds of rhetoric structure. The biggest difference lies in the use of the third level of rhetoric in the upper structure and the frequency of each type of upper structure. The results of this study will be beneficial to low-level EFL learners to improve their English writing skills, and will also have implications for L2 writing teaching. Second language writing teachers should pay more attention to the layout, structure and logic of second language composition, rather than emphasizing the wording, grammar, syntax and so on. The application of rhetorical structure theory and second language writing teaching can not only provide teachers with a new perspective of assessment, but also benefit the second language learners in arranging their composition structure more rationally and improving their English writing proficiency.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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