本文選題：順應(yīng)理論 + 英語寫作教學(xué)��； 參考：《安慶師范大學(xué)》2017年碩士論文

【摘要】：順應(yīng)論是由維索爾倫在1999年出版的《語用學(xué)新解》中提出的一種新的語用學(xué)理論。它認(rèn)為語言的使用過程就是語言使用者不斷地進(jìn)行語言選擇的過程。這種選擇是否能夠順利進(jìn)行則取決于語言的變異性、協(xié)商性和順應(yīng)性。順應(yīng)論就是以順應(yīng)性為基點,從以下四個方面來描寫和解釋語言使用現(xiàn)象:語境關(guān)系順應(yīng)、語言結(jié)構(gòu)順應(yīng)、動態(tài)順應(yīng)和順應(yīng)過程中的意識凸顯性。本研究嘗試將順應(yīng)理論應(yīng)用到初中英語寫作教學(xué)。英語寫作也是一種語言使用,寫作過程就是語言使用者不斷作出語言選擇的過程,這種選擇就是要有意識地動態(tài)地去順應(yīng)語境關(guān)系、語言結(jié)構(gòu)。為了檢驗順應(yīng)理論在初中英語寫作教學(xué)中的實用性和有效性,作者進(jìn)行了一項實證研究。本研究以合肥濱湖壽春中學(xué)九年級80名學(xué)生為研究對象,這80名學(xué)生分別選自兩個平行班(1班和2班),每班40人,由同一名英語教師授課,選用同一本英語教材。1班為實驗班,2班為控制班。在實驗前,兩個班都采用傳統(tǒng)的成果教學(xué)法,而在實驗過程中,實驗班采用基于順應(yīng)理論的英語寫作教學(xué)而控制班依然采用傳統(tǒng)的成果教學(xué)法。本研究采用問卷調(diào)查和英語測試兩種實驗工具,將定性研究與定量研究相結(jié)合。研究中所收集到的數(shù)據(jù)包括實驗前后的問卷調(diào)查和測試成績。對于實驗前后英語測試所獲得的數(shù)據(jù)將在SPSS13.0軟件的幫助下進(jìn)行獨立樣本T檢驗和配對樣本T檢驗,對于實驗前后問卷調(diào)查中所獲得的數(shù)據(jù)將采用歸類和對比分析方法進(jìn)行定性處理,以補(bǔ)充和說明定量研究結(jié)果。實驗結(jié)果證明了基于順應(yīng)理論的英語寫作教學(xué)不僅改變了學(xué)生對于英語寫作的態(tài)度,而且有助于提高學(xué)生的英語寫作水平。但是由于實驗條件的限制,如樣本相對較小,實驗時間較短,對于英語教師的要求較高等等,本研究還存在一些不足。針對不足,作者為以后研究提出了相應(yīng)的建議。
[Abstract]:Adaptation Theory is a new pragmatic theory put forward by Visorun in the New interpretation of Pragmatics published in 1999. It believes that the process of language use is the process of language choice. The success of this choice depends on language variability, negotiation and adaptability. Based on adaptation, adaptation theory describes and explains the phenomena of language use from the following four aspects: contextual adaptation, linguistic structural adaptation, dynamic adaptation and awareness salience in the process of adaptation. This study attempts to apply adaptation theory to junior high school English writing teaching. English writing is also a kind of language use. The writing process is the process of language users making language choices, which is to consciously and dynamically adapt to the contextual relationship and language structure. In order to test the practicability and effectiveness of adaptation theory in junior high school English writing teaching, an empirical study was conducted. In this study, 80 students in Grade 9 of Shouchun Middle School in Binhu, Hefei, were selected from two parallel classes, class 1 and class 2, with 40 students in each class, taught by the same English teacher. Class .1 of the same English textbook is selected as the experimental class and class 2 as the control class. Before the experiment, both classes adopted the traditional result teaching method, while in the experiment process, the experimental class adopted the English writing teaching based on adaptation theory, while the control class still adopted the traditional result teaching method. This study combines qualitative and quantitative studies with questionnaires and English test tools. The data collected in the study included questionnaires and test scores before and after the experiment. For the data obtained from English tests before and after the experiment, independent sample T test and paired sample T test will be carried out with the help of SPSS13.0 software. The data obtained from the questionnaire before and after the experiment will be qualitatively processed by the methods of classification and comparative analysis to supplement and explain the quantitative research results. The experimental results show that English writing teaching based on adaptation theory not only changes the students' attitude towards English writing, but also contributes to the improvement of students' English writing proficiency. However, due to the limitations of experimental conditions, such as relatively small samples, shorter experimental time and higher requirements for English teachers, there are still some shortcomings in this study. In view of the deficiency, the author puts forward the corresponding suggestions for the future research.
【學(xué)位授予單位】：安慶師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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