眾所周知,寫作作為信息輸出的重要手段,常常被用來衡量學習者的英語綜合能力。17年新課標對學生的寫作水平提出了新的標準,使得高考中英語寫作更為重要,但實際上每年高考學生寫作的分數都不盡如人意。因此,寫作教學便成為高中英語教學的重難點之一。寫作是為了成功的交流,表達內心所思所想。作為篇章建構的重要方式之一的詞匯銜接,是近年來應用語言學界和話語分析領域研究的熱門話題。先前的研究對象多集中于高校大學生,缺乏對中學生的探討。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可行,意義深遠的。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高二年級的學生為研究對象,隨機抽取高二上學期期中考試的300篇書信體作文為樣本,自建小型語料庫來探究高中生書信體寫作中詞匯銜接的使用情況,研究問題如下:1.七類詞匯銜接在高中生英語寫作中是如何使用的?2.高分組和低分組英語作文在詞匯銜接的使用上是否有差異?若有差異,具體表現如何?3.詞匯銜接的運用與英語寫作成績之間是否存在相關性?若相關,具體表現如何?本研究采用Antconc3.5.8,... 

【文章頁數】：77 頁

【學位級別】：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


【參考文獻】：
期刊論文
[1]基于核心素養(yǎng)的高中英語詞匯教學策略探究[J]. 何靜.  成才之路. 2020(02)
[2]用思維導圖助力英語詞匯教學[J]. 朱璇,黃侃.  教育研究與評論(中學教育教學). 2019(12)
[3]英語專業(yè)學生不同學習階段寫作中銜接手段運用的比較研究[J]. 楊文星,孫瀅.  科教導刊(下旬). 2016(11)
[4]詞匯銜接手段在高中英語寫作中的使用情況研究[J]. 寧雪嬌.  北方文學. 2016(17)
[5]英語寫作中語篇銜接手段的教學研究[J]. 崔文琦.  北京化工大學學報(社會科學版). 2016(03)
[6]詞匯銜接在中國學生英語寫作中的使用研究[J]. 張家園.  出國與就業(yè)(就業(yè)版). 2011(20)
[7]高中英語寫作現狀分析及應對措施——基于詞匯銜接的角度[J]. 翁志祥.  福建論壇(人文社會科學版). 2011(S1)
[8]詞匯銜接與中國學生英語作文質量的關系[J]. 成文艷,王笑施.  科教文匯(下旬刊). 2009(02)
[9]中學生英語高頻詞匯水平研究[J]. 馬廣惠.  外語與外語教學. 2006(01)
[10]英語寫作中銜接語作用的實證研究[J]. 陳玫.  閩江學院學報. 2005(01)

碩士論文
[1]高中英語寫作中詞匯銜接手段的使用情況研究[D]. 何桃蘭.中央民族大學 2019
[2]高中生英語寫作中詞匯銜接手段調查研究[D]. 彭輝.重慶師范大學 2018
[3]詞匯銜接手段與高中生英語寫作成績的相關性研究[D]. 賈思齊.伊犁師范學院 2018
[4]基于語料庫的中英大學生詞匯銜接對比研究[D]. 趙曉莉.中北大學 2015
[5]高中英語作文銜接手段使用情況研究[D]. 李瓊.湖南師范大學 2012
[6]高中英語寫作中詞匯銜接手段運用的研究[D]. 楊小清.蘇州大學 2011
[7]基于語料庫的非英語專業(yè)學生寫作詞匯銜接手段研究[D]. 顏賢斌.北京林業(yè)大學 2010
[8]語篇的銜接與高中英語寫作教學[D]. 李永紅.華中師范大學 2006



本文編號：3709848