本文選題：高中英語寫作　切入點：銜接　出處：《山西師范大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著社會與文化的快速發(fā)展,英語倍受人們的關(guān)注,所以學(xué)好英語也非常重要。不論是基礎(chǔ)教育還是高等教育,英語都是必修的一門課程,而且在考試中所占的分值也很高,中考所占分值120分,高考所占分值150分,大學(xué)又有四、六級考試與專業(yè)四、八級考試。眾所周知,語言的基本技能包括聽、說、讀、寫、譯五個方面,其中寫作是最重要又最難的,而在考試中書面表達所占的分值也很高,因此把英語作文寫好至關(guān)重要。對于高中生而言,學(xué)好英語不僅可以順利通過高考,同時也能為大學(xué)及今后的工作打好堅定的基礎(chǔ)。寫作能力能夠反映出一個學(xué)習(xí)者的思維模式、文化底蘊、認知水平和語言的組織與表達能力。但是,在我國對于大多數(shù)的高中生而言,寫作是難以攻克的一個環(huán)節(jié),其問題突出表現(xiàn)為:作文中出現(xiàn)了許多錯誤,包括語言表達方面的錯誤和思維方式方面的錯誤,其中語篇不連貫、前后文銜接松散、用詞不夠恰當準確、句子不夠簡練、連接詞的使用錯誤等問題尤為嚴重。這些問題不僅僅困擾著學(xué)生,也困擾著英語教師。英語教師也想盡辦法羅列錯誤、歸納錯誤并試圖分析錯誤產(chǎn)生的原因,但最終還是存在著層出不窮的問題。針對以上問題,本文運用韓禮德的銜接理論分析了高中生英語作文中銜接手段的使用情況、常見錯誤及其導(dǎo)致的原因,最后給從事外語教學(xué)的老師提出了一些合理化的建議。本研究搜集整理了200名臨汾一中高三年級學(xué)生的作文,以其為語料進行分析,試圖回答以下問題:1.高中生在英語寫作過程當中,偏向使用哪些銜接手段?2.高中生在使用銜接手段的過程當中,存在著哪些問題?3.導(dǎo)致高中生銜接手段使用不當?shù)脑蚴鞘裁?研究結(jié)果顯示:學(xué)生偏向使用兩種銜接手段即詞匯銜接、指稱,忽略了替代、省略、連接的銜接手段。偏向使用的這兩項銜接手段與其他銜接手段相比,對作文質(zhì)量的貢獻也更為突出。而在使用這些銜接手段的過程中,出現(xiàn)的錯誤具體如下。詞匯銜接方面:簡單重復(fù)的現(xiàn)象比較多,而上下義詞、概括詞、同義詞、近義詞的使用相對較少;同時,詞匯搭配錯誤較多,這是學(xué)生受母語負遷移的影響所導(dǎo)致的。指稱方面:人稱指稱項目的指代錯誤、過度使用人稱代詞或用錯人稱代詞。定冠詞“the”的使用錯誤率較高,尤其是固定搭配和特指問題,因為漢語中沒有與“the”完全對等的詞語,因此受英漢差異的影響,學(xué)生容易出錯。連接詞的使用情況:例如“and,because,however,but,so”的連接詞使用頻率很高,多次重復(fù),用詞缺乏多樣性。而相對高級的詞匯“furthermore,as a result,in addition,therefore”這樣的詞語使用較少。再者,學(xué)生偏向使用短句,很少使用復(fù)合句,導(dǎo)致文章銜接不緊湊,顯得結(jié)構(gòu)相對松散。導(dǎo)致這些錯誤產(chǎn)生的主要原因是:首先,學(xué)生不具備使用銜接手段的意識;其次,受到母語負遷移的影響;還有,學(xué)生的詞匯量缺乏,從而出現(xiàn)了某些詞語重復(fù)使用的現(xiàn)象。因此,教師應(yīng)當多次引導(dǎo)學(xué)生形成銜接意識,克服母語負遷移的影響,增加詞匯量,平時還要要求學(xué)生多做相關(guān)練習(xí),并進行互批互改,同時多次強調(diào)某些銜接手段的使用。
[Abstract]:With the rapid development of society and culture, people pay more attention to English, so English is very important. It is the basis of education or higher education, English is a compulsory course, and share in the exam scores are high, senior high school entrance examination for college entrance examination scores 120 points, total score of 150. The university has four, six exam and professional four, eight level of test. As everyone knows, the basic language skills including listening, reading, writing, translation, writing in five aspects, which is the most important and most difficult, and in the examination of written expression percentage scores are very high, so the English composition this is very important. For high school students, learning English can not only pass the college entrance examination, but also can lay a firm foundation for the University and the future work. The writing ability can reflect a learner's mode of thinking, culture, cognition and language organization With the ability to express. However, in our country, for the majority of high school students, writing is a difficult problem in the process, outstanding performance is: a lot of mistakes in the composition, including the language errors aspects of errors and ways of thinking, which is not a coherent discourse context, cohesion is loose, with words not exactly the right sentence, less concise, use error of connectives is particularly serious. These problems not only troubled students, also plagued English teachers. English teachers also try to list error, error analysis and induction attempt to produce the wrong reasons, but eventually there are problems emerge in an endless stream. In view of the above problems in this paper. The application of cohesion theory to Hallidy's analysis of the use of cohesive devices in English writing of senior high school students, common errors and the causes, finally to engage in foreign language teaching the teacher put forward Some reasonable suggestions. This study collected a grade 200 students in Linfen's composition, its data analysis, trying to answer the following questions: 1. high school students in the English writing process, which favored the use of cohesive devices? 2. high school students in the process of the use of cohesive devices, what problems exist in 3. high school students? What is the reason of the improper use of cohesive devices? Results show that students tend to use two types of cohesive devices: lexical cohesion, reference, ignoring the substitution, ellipsis, cohesion connection. The two bias of cohesive devices compared with other devices, the quality of composition contributed more outstanding. In the course of using these devices, the error as follows. Lexical cohesion: simple repetition of the phenomenon more, and hyponymy, general words, synonyms, synonyms. For a relatively small; at the same time, the collocation errors are more, the students are influenced by negative transfer caused. Reference: personal reference items refer to the error, the excessive use of personal pronouns or wrong personal pronouns. The use of definite article "the" the error rate is high, especially fixed collocation and problems. Because not in Chinese and "the" equivalent words, so affected by the differences between English and Chinese, students often make mistakes. The use of connectives: such as "and, because, however, but, so" conjunctive use frequency is very high, repeatedly, lack of diversity and relatively advanced vocabulary words. "Furthermore, as a result, in addition, therefore" such words are rarely used. Moreover, students tend to use short sentences, complex sentences are rarely used, that the convergence is not compact, relatively loose structure. The main cause of these errors Reason is: first, students do not have to use cohesion consciousness; secondly, affected by the negative transfer of mother tongue; and students' lack of vocabulary, thus appeared the phenomenon of repeated use of certain words. Therefore, teachers should guide students to form multiple cohesion consciousness, overcome the influence of negative transfer of mother tongue, increase vocabulary, usually have to ask students to do more exercises, and each group of each change, use at the same time some repeatedly stressed cohesive devices.

【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.41

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