眾所周知,寫(xiě)作作為信息輸出的重要手段,常常被用來(lái)衡量學(xué)習(xí)者的英語(yǔ)綜合能力。17年新課標(biāo)對(duì)學(xué)生的寫(xiě)作水平提出了新的標(biāo)準(zhǔn),使得高考中英語(yǔ)寫(xiě)作更為重要,但實(shí)際上每年高考學(xué)生寫(xiě)作的分?jǐn)?shù)都不盡如人意。因此,寫(xiě)作教學(xué)便成為高中英語(yǔ)教學(xué)的重難點(diǎn)之一。寫(xiě)作是為了成功的交流,表達(dá)內(nèi)心所思所想。作為篇章建構(gòu)的重要方式之一的詞匯銜接,是近年來(lái)應(yīng)用語(yǔ)言學(xué)界和話語(yǔ)分析領(lǐng)域研究的熱門話題。先前的研究對(duì)象多集中于高校大學(xué)生,缺乏對(duì)中學(xué)生的探討。而且前人研究文體單一,大多為議論文,因此,分析高中生不同體裁作文中詞匯銜接的使用情況是切實(shí)可行,意義深遠(yuǎn)的。本文采用了Halliday,Hasan和Hoey的詞匯銜接理論,以巴彥淖爾市第一中學(xué)高二年級(jí)的學(xué)生為研究對(duì)象,隨機(jī)抽取高二上學(xué)期期中考試的300篇書(shū)信體作文為樣本,自建小型語(yǔ)料庫(kù)來(lái)探究高中生書(shū)信體寫(xiě)作中詞匯銜接的使用情況,研究問(wèn)題如下:1.七類詞匯銜接在高中生英語(yǔ)寫(xiě)作中是如何使用的?2.高分組和低分組英語(yǔ)作文在詞匯銜接的使用上是否有差異?若有差異,具體表現(xiàn)如何?3.詞匯銜接的運(yùn)用與英語(yǔ)寫(xiě)作成績(jī)之間是否存在相關(guān)性?若相關(guān),具體表現(xiàn)如何?本研究采用Antconc3.5.8,... 

【文章頁(yè)數(shù)】：77 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
中文摘要
ABSTRACT
List of Abbreviations and Symbols
Chapter Ⅰ Introduction
    1.1 Research Background
        1.1.1 Requirements for Senior High School English Writing by ECS
        1.1.2 Current Situation of Senior High School Students’English Writing
        1.1.3 Development of Corpus Linguistics in English Writing
    1.2 Research Purpose and Significance
        1.2.1 Research Purpose
        1.2.2 Theoretical Significance
        1.2.3 Practical Significance
    1.3 The Structure of the Paper
Chapter Ⅱ Literature Review
    2.1 Definitions of Key Terms
        2.1.1 The Concept of Cohesion
        2.1.2 The Concept of Lexical Cohesion
    2.2 Theoretical Foundation
        2.2.1 Lexical Cohesion Theory
        2.2.2 The Classification of Lexical Cohesion
            2.2.2.1 Simple Repetition
            2.2.2.2 Complex Repetition
            2.2.2.3 Synonym
            2.2.2.4 Antonym
            2.2.2.5 Hyponym
            2.2.2.6 General Words
            2.2.2.7 Collocation
    2.3 Related Research at Home and Abroad
        2.3.1 Related Research on Lexical Cohesion in Writing Abroad
            2.3.1.1 Research Methods Applied to Lexical Cohesion
            2.3.1.2 The Relationship between Lexical Cohesion and Writing Quality
            2.3.1.3 The Use of Lexical Cohesion in Learners’Writing
        2.3.2 Related Research on Lexical Cohesion and Writing at Home
            2.3.2.1 The Different Theoretical Foundations of Lexical Cohesion inWriting
            2.3.2.2 The Relationship between Lexical Cohesion and Writing Quality.
Chapter Ⅲ Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Corpora Used in the Study
        3.3.2 Instrument for Data Processing
    3.4 Research Procedures
        3.4.1 Data Collection
        3.4.2 Evaluation of the Compositions
        3.4.3 Data Analysis
Chapter Ⅳ Results and Discussion
    4.1 The Use of Lexical Cohesion
    4.2 The Differences of the Uses of Lexical Cohesion between HG and LG
        4.2.1 The Differences of Using Simple Repetition between HG and LG
        4.2.2 The Differences of Using Complex Repetition between HG and LG
        4.2.3 The Differences of Using Synonym between HG and LG
        4.2.4 The Differences of Using Antonym between HG and LG
        4.2.5 The Differences of Using Collocation between HG and LG
        4.2.6 A Brief Summary
    4.3 The Correlation between Lexical Cohesion and Writing Scores
        4.3.1 Simple Repetition and Writing Scores
        4.3.2 Complex Repetition and Writing Scores
        4.3.3 Synonym and Writing Scores
        4.3.4 Antonym and Writing Scores
        4.3.5 Hyponym and Writing Scores
        4.3.6 General Words and Writing Scores
        4.3.7 Collocation and Writing Scores
        4.3.8 A Brief Summary
Chapter Ⅴ Conclusion
    5.1 Major Findings
    5.2 Implications
        5.2.1 Focusing on the Teaching of Complex Repetition
        5.2.2 Focusing on the Teaching of Synonym
        5.2.3 Focusing on the Teaching of Antonym
        5.2.4 Focusing on the Teaching of Collocation
        5.2.5 Focusing on the Inputting of Excellent Compositions in Writing
    5.3 Limitations of the Present Study and Suggestions for Further Studies
        5.3.1 Limitations of the Present Study
        5.3.2 Suggestions for Further Studies
References
Appendix
    Appendix Ⅰ Writing Task
    Appendix Ⅱ Writing Samples of Students
    Appendix Ⅲ Composition Scoring Standards of College Entrance Examination
    Appendix Ⅳ Samples of Tagging in Self-Built Corpus
Acknowledgements


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碩士論文
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[5]高中英語(yǔ)作文銜接手段使用情況研究[D]. 李瓊.湖南師范大學(xué) 2012
[6]高中英語(yǔ)寫(xiě)作中詞匯銜接手段運(yùn)用的研究[D]. 楊小清.蘇州大學(xué) 2011
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[8]語(yǔ)篇的銜接與高中英語(yǔ)寫(xiě)作教學(xué)[D]. 李永紅.華中師范大學(xué) 2006



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