【摘要】：作為輸出型技能的一種,英語寫作可以展示學(xué)生的綜合語言運用能力。然而,學(xué)生在寫作方面的表現(xiàn)卻不盡如人意,他們認為寫作是最難以提高的部分。由此,寫作一直是英語教學(xué)中的一個焦點,許多教師和學(xué)者都致力于改善寫作教學(xué)以提高學(xué)生的英語寫作水平。他們嘗試的方法中,有些取得了良好成效而另外一些則效果平平。因此,本文擬從系統(tǒng)功能語言學(xué)純理功能角度對高中英語文體教學(xué)與寫作水平提高進行實證研究,試圖回答以下問題:1.如何將系統(tǒng)功能語言學(xué)純理功能視角下的文體學(xué)應(yīng)用于高中英語寫作教學(xué)?2.通過文體教學(xué),能否有效提高學(xué)生的寫作成績?能否提高學(xué)生的英語寫作水平?能否提高學(xué)生的綜合語言運用能力?本文以50名來自太原市徐溝中學(xué)的高二學(xué)生為研究對象,以實驗研究法與定性、定量分析相結(jié)合為實驗方法。以單組前后測的形式開展文體教學(xué)實驗,通過實驗前后分別兩次測試的方式收集實驗數(shù)據(jù),并結(jié)合高考英語作文評分標準以及筆者建立的功能文體學(xué)評分標準對實驗數(shù)據(jù)進行分析。研究表明:后測中學(xué)生作文的平均分有明顯提高;第二次前測與第一次后測之間平均分的漲幅明顯高于兩次前測之間及兩次后測之間平均分的漲幅,說明學(xué)生的寫作水平有所提高;后測中,成績分布于高考英語作文評分標準第五檔和第四檔的學(xué)生人數(shù)明顯上升,而第一檔的人數(shù)有所下降,說明大多數(shù)學(xué)生的英語寫作得到了一定程度的改善。此外,筆者還從語域和純理功能的角度對學(xué)生作文的實例進行了分析,證明其英語寫作水平有所提高。本文以實驗結(jié)果為依據(jù),針對文體教學(xué)與寫作水平的提高提出了相應(yīng)的教學(xué)建議。該研究有助于教師了解系統(tǒng)功能語言學(xué)純理功能視角下的文體學(xué)在英語寫作教學(xué)中的作用并幫助學(xué)生提高其英語寫作水平。
[Abstract]:As one of the output skills, English writing can demonstrate students' comprehensive language skills. However, students' writing performance is not satisfactory, they think writing is the most difficult to improve. Therefore, writing has always been a focus in English teaching. Many teachers and scholars are committed to improving the teaching of writing in order to improve the students' English writing level. Some of the methods they have tried have yielded good results while others have had mediocre results. Therefore, this paper intends to make an empirical study on the improvement of English stylistic teaching and writing in senior high school from the perspective of pure theory and function of systemic functional linguistics, and try to answer the following questions: 1. How to apply stylistics from the perspective of systemic functional linguistics to English writing teaching in senior high school? 2. Can students' writing achievement be improved effectively through stylistic teaching? Can students improve their English writing skills? Can we improve the students' comprehensive language use ability? In this paper, 50 senior middle school students from Xugou Middle School in Taiyuan City were selected as the research objects, and the experimental method was combined with qualitative and quantitative analysis. The stylistic teaching experiment was carried out in the form of a single group of pre-test and post-test, and the experimental data were collected by two tests before and after the experiment. The experimental data are analyzed based on the score standard of college entrance examination English composition and the functional stylistic scoring standard established by the author. The results show that: the average score of the post-test students' composition is obviously improved; The average score between the second pre-test and the first post-test is significantly higher than that between the two pre-tests and between the two post-tests, indicating that the students' writing level has improved; In the post-test, the number of students whose scores were distributed in the fifth and fourth grades of the college entrance examination English composition scoring standard increased obviously, while the number of the first grade students decreased, which indicated that most students' English writing had improved to some extent. In addition, the author also analyzes the examples of students' composition from the perspective of register and pure function, and proves that their English writing level has improved. Based on the experimental results, this paper puts forward some teaching suggestions for the improvement of stylistic teaching and writing level. This study helps teachers understand the role of stylistics in the teaching of English writing from the perspective of systemic functional linguistics and helps students improve their English writing proficiency.
【學(xué)位授予單位】：貴州師范大學(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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