【摘要】：總結(jié)寫作是學(xué)術(shù)性寫作中的一項(xiàng)非常重要的能力。它需要寫作者將閱讀能力和寫作能力相結(jié)合,既要求學(xué)生能夠?qū)⑽恼碌闹饕^點(diǎn)理解并提煉出來,又要求學(xué)生能夠用自己的方式將主要內(nèi)容以一種簡明連貫的方式重述出來。一些研究表明,總結(jié)寫作能夠促進(jìn)英語學(xué)習(xí)者閱讀和寫作能力的協(xié)同整體提高。在出于學(xué)術(shù)目的的總結(jié)寫作不僅需要學(xué)生將閱讀能力與寫作能力相結(jié)合,還要求學(xué)生對讀寫能力進(jìn)行整合。學(xué)生需要在閱讀原文的基礎(chǔ)上,快速準(zhǔn)確地區(qū)分開主次觀點(diǎn),把握文章結(jié)構(gòu),并用連貫且符合邏輯的方式重新組織語言進(jìn)行表述。一次成功的學(xué)術(shù)寫作涉及眾多能力,這個(gè)過程中的任何一個(gè)環(huán)節(jié)出錯(cuò),都極有可能導(dǎo)致總結(jié)的失敗。本文主要關(guān)注英語學(xué)習(xí)者出于學(xué)術(shù)目的的總結(jié)寫作的發(fā)展情況。從學(xué)術(shù)角度出發(fā),總結(jié)寫作對于借鑒單詞、改述、引用的約束性更強(qiáng)。在文章理解、語言簡潔度、文章結(jié)構(gòu)和語言表達(dá)這些方面都要符合學(xué)術(shù)規(guī)范。當(dāng)這一角度探討的,關(guān)于原文對所寫總結(jié)的影響的研究相對較少�；贙rashen的輸入假說,Swain的輸出假說和Long的互動(dòng)理論,本文從兩個(gè)方面對所寫的總結(jié)寫作進(jìn)行分析:對同一人/同一組的年際對比和對不同人/不同組的同年對比。對總結(jié)寫作進(jìn)行對比的角度為文本長度,詞匯借用,事實(shí)引用和議論結(jié)構(gòu)四項(xiàng)。52名山東大學(xué)英語專業(yè)本科生參加了本次實(shí)驗(yàn)。這些同學(xué)被分成兩組:第一組為28名大一學(xué)生,第二組為24名大三學(xué)生。在2014年12月,兩組同學(xué)完成了一次寫作任務(wù),共回收48分寫作。再2015年的11月和12月,兩組同學(xué)完成了第二次寫作任務(wù),并回收了 42分寫作。通過對兩組同學(xué)的總結(jié)寫作的分析發(fā)現(xiàn),由于兩組年級不同,高年級組的總體表現(xiàn)顯著高于低年級組。其中,第二組對原文本的借用率更低,能夠更好地抓住主要信息,表達(dá)更為精煉,總結(jié)性更強(qiáng)。他們對原文的加工方式采用的寫作技巧更具有綜合性,同義改寫和總結(jié)技巧的使用率較高。但兩組同學(xué)對于議論文結(jié)構(gòu)的掌握不具有顯著差異。就一年間的變化來看,兩組2015年總結(jié)寫作整體好于2014年,特別是第一組的表現(xiàn),進(jìn)步顯著。在文章長度上,第一組同學(xué)在規(guī)定時(shí)間內(nèi)完成更多的字?jǐn)?shù),并較少的借用原文,對信息的處理能力和表達(dá)能力更好;而第二組由于懈怠情緒的影響導(dǎo)致寫作任務(wù)完成不認(rèn)真,字?jǐn)?shù)較少,對原文的直接借用程度也有所增加。但從議論結(jié)構(gòu)上來看,第二組由于受到了相關(guān)寫作訓(xùn)練,對于文章結(jié)構(gòu)的把握有明顯的提高。本項(xiàng)研究對總結(jié)性外語寫作進(jìn)行了探討。從理論上來看,探究了輸入理論、輸出理論和互動(dòng)理論對于總結(jié)寫作的影響意義,并指導(dǎo)寫作教學(xué)實(shí)踐活動(dòng)。從實(shí)證的角度,充實(shí)了關(guān)于總結(jié)寫作的試驗(yàn)資料,并嘗試發(fā)現(xiàn)學(xué)生總結(jié)寫作的表現(xiàn)是否有所變化。從教學(xué)角度來講,本研究把大學(xué)生的總結(jié)寫作現(xiàn)狀清晰化,使師生意識(shí)到原文對于學(xué)術(shù)新手的總結(jié)寫作的影響,并就閱讀和寫作的相關(guān)訓(xùn)練提出了相關(guān)建議。
[Abstract]:Summary writing is a very important ability in academic writing. It requires the writer to combine reading ability with writing ability. It requires the students to understand and refine the main points of the article, and it also requires the students to restate the main contents in a concise and coherent way in their own way. Summary writing for academic purposes requires not only the combination of reading and writing abilities, but also the integration of reading and writing abilities. Students need to quickly and accurately distinguish between primary and secondary views on the basis of reading the original text. A successful academic writing involves many abilities. Any error in the process may lead to the failure of summary. This paper focuses on the development of English learners'summary writing for academic purposes. From an academic point of view, summary writing is more restrictive in terms of borrowing words, repetition, and citation. It conforms to academic norms in terms of article comprehension, linguistic brevity, article structure and language expression. Based on the output hypothesis and Long's interactive theory, this paper analyzes the summary writing from two aspects: the interannual comparison between the same person and the same group and the same year comparison between different people and different groups. The undergraduates were divided into two groups: the first group consisted of 28 freshmen and the second group consisted of 24 juniors. In December 2014, the two groups completed a writing task with a total of 48 points recovered. Through the analysis of the summary writing of the two groups of students, it is found that the overall performance of the higher grade group is significantly higher than that of the lower grade group because of the differences between the two groups. However, there was no significant difference between the two groups in the mastery of argumentative structure. In terms of the change of one year, the two groups'summary writing in 2015 was better than that in 2014, especially the performance of the first group, which made significant progress. More words and less borrowing of the original text, the ability to deal with information and express better; and the second group due to the impact of lazy emotions lead to the completion of the writing task is not serious, the number of words is less, the degree of direct borrowing of the original also increased. But from the argumentative structure, the second group because of the relevant writing training, for the text. This study explores the implications of input theory, output theory and interaction theory for summary writing and directs writing teaching practice. From an empirical point of view, it enriches experimental data on summary writing and tries to develop them. From the teaching point of view, this study clarifies the current situation of College Students'summary writing, makes teachers and students aware of the impact of the original text on academic novices' summary writing, and puts forward relevant suggestions on reading and writing training.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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本文編號(hào)：2250743