【摘要】：寫作技能的培養(yǎng)在二語習(xí)得中占有不可忽視的重要地位。但近年來,英語教學(xué)中存在一種現(xiàn)象,即老師與學(xué)生在處理閱讀語篇,為寫作積累素材、培養(yǎng)學(xué)生寫作能力時,過于注重對單個字詞的理解而忽略了語篇的整體與連貫性以及作者的寫作意圖。因此,認(rèn)真分析教材中的閱讀篇章從而培養(yǎng)學(xué)生的寫作和閱讀能力很有必要。主位推進(jìn)模式,作為功能語法中的重要理論,主要研究語句的主位、述位以及語篇中語句之間的聯(lián)系,其應(yīng)用實(shí)現(xiàn)了語篇的連貫�；谝陨媳尘�,本篇論文以提高學(xué)生的寫作和閱讀能力為目的,運(yùn)用質(zhì)化研究和量化研究相結(jié)合的研究方法,以BloorBloor的4種主位推進(jìn)模式為理論框架,從5種體裁(記敘文、描寫文、議論文、應(yīng)用文和說明文)出發(fā),研究初中教科書內(nèi)閱讀篇章以及學(xué)生作文的主位推進(jìn)模式特點(diǎn),通過對兩類篇章的主位推進(jìn)模式特點(diǎn)的比較,找出它們的異同點(diǎn),從而找出寫作及閱讀的教學(xué)啟示。本篇論文運(yùn)用表格軟件的統(tǒng)計(jì)方法,得出以下結(jié)論:首先,在大多數(shù)文章體裁中(記敘文、描寫文、議論文、說明文),平行和連續(xù)型主位推進(jìn)模式是教學(xué)語篇中所占比重最大的主位推進(jìn)模式。由于應(yīng)用文簡潔的語言特點(diǎn),在這類體裁中,含有主位推進(jìn)模式的比重較小。另外,學(xué)生作文當(dāng)中的主位推進(jìn)模式特點(diǎn)在大體上與教學(xué)篇章的特點(diǎn)相同,這說明我國在培養(yǎng)初中學(xué)生寫作能力的方法上是基本正確的。盡管學(xué)生未曾接觸過主位推進(jìn)模式,但老師在教授寫作的過程引導(dǎo)學(xué)生關(guān)注了文章的連貫性。最后,研究發(fā)現(xiàn),讓學(xué)生了解語句的主位、述位和語篇的主位推進(jìn)模式對學(xué)生寫作和閱讀能力的培養(yǎng)有很大的幫助。
[Abstract]:The cultivation of writing skills plays an important role in second language acquisition. However, in recent years, there is a phenomenon in English teaching, that is, when teachers and students deal with reading texts, accumulate materials for writing, and cultivate students' writing ability, Too much attention is paid to the understanding of individual words, while ignoring the whole and coherence of the text and the author's writing intention. Therefore, it is necessary to analyze the reading text in the textbook to cultivate students' writing and reading ability. Thematic progression, as an important theory in functional grammar, mainly studies the theme, rheme and the relationship between the sentences in the discourse, and its application realizes the coherence of the discourse. Based on the above background, the purpose of this paper is to improve students' writing and reading ability, using qualitative and quantitative research methods, taking four thematic progression models of BloorBloor as the theoretical framework, from five genres (narrative, and narrative). Starting from the descriptive, argumentative, practical and narrative texts, this paper studies the characteristics of thematic progression patterns in reading texts and students' compositions in junior high school textbooks, and finds out their similarities and differences by comparing the characteristics of the thematic progression models of the two kinds of texts. In order to find out the teaching enlightenment of writing and reading. This paper uses the statistical method of tabular software to draw the following conclusions: firstly, in most types of articles (narrative, descriptive, argumentative, etc.) Parallel and continuous thematic progression is the most important thematic progression in teaching discourse. Due to the concise language features of practical writing, the proportion of thematic progression patterns in this genre is relatively small. In addition, the characteristics of thematic progression mode in students' compositions are basically the same as those in teaching texts, which shows that the method of cultivating students' writing ability in junior high school is basically correct in our country. Although students have not been exposed to thematic progression, teachers teach writing to focus on the coherence of the essay. Finally, it is found that making students understand the theme, rheme and thematic progression of discourse is of great help to the cultivation of students' writing and reading ability.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 王娟娥;;初中英語閱讀教材文本解讀例談[J];教育實(shí)踐與研究(B);2013年12期

2 張克定;;主位化評述結(jié)構(gòu)及其評價功能[J];外語教學(xué);2007年05期

3 唐春吾;;淺談中學(xué)英語寫作教學(xué)[J];讀與寫;2006年Z1期

4 程愛群,阮鳳敏;英語四種語體中主位推進(jìn)模式的對比研究[J];廣西大學(xué)學(xué)報(哲學(xué)社會科學(xué)版);2004年06期

5 王琦,程曉堂;語篇中的主位推進(jìn)與信息參數(shù)[J];外語學(xué)刊;2004年02期

6 張育紅;主位推進(jìn)與寫作的連貫性[J];國外外語教學(xué);2004年02期

7 李軍振,王紅孝;從結(jié)果到過程再到體裁——英語寫作教學(xué)流派溯源與比較[J];陜西師范大學(xué)學(xué)報(哲學(xué)社會科學(xué)版);2003年S2期

8 李國慶;主位推進(jìn)模式與語篇體裁:《老人與�！贩治鯷J];外語與外語教學(xué);2003年07期

9 胡壯麟;語篇分析在教學(xué)中的應(yīng)用[J];外語教學(xué);2001年01期

10 陳立平,李志雪;英語寫作教學(xué):理論與實(shí)踐[J];解放軍外國語學(xué)院學(xué)報;1999年01期

相關(guān)會議論文 前1條

1 葉東;;選材、授法、勤練——淺談提高學(xué)生英語閱讀能力的方法[A];福建省外國語文學(xué)會2001年年會論文集[C];2001年

相關(guān)碩士學(xué)位論文 前1條

1 孟慶濤;大學(xué)英語寫作教學(xué)中的過程體裁法研究[D];山東師范大學(xué);2009年

，

本文編號：2163260