本文選題：高中英語(yǔ)寫(xiě)作 + 銜接手段��； 參考：《華中師范大學(xué)》2015年碩士論文

【摘要】：隨著中國(guó)在政治,經(jīng)濟(jì)與文化各領(lǐng)域與外國(guó)的合作的逐漸增多,學(xué)習(xí)英語(yǔ)對(duì)中國(guó)人來(lái)說(shuō)越來(lái)越重要。聽(tīng)、說(shuō)、讀、寫(xiě)、譯是英語(yǔ)學(xué)習(xí)中的五項(xiàng)基本技能,對(duì)于中國(guó)學(xué)生來(lái)講,其中寫(xiě)作是最難的。寫(xiě)作是一個(gè)語(yǔ)言輸出過(guò)程,它是一個(gè)復(fù)雜的創(chuàng)造性的認(rèn)知活動(dòng),它要求學(xué)生能夠綜合地應(yīng)用所學(xué)的知識(shí)和技能。如何寫(xiě)出既有意義又符合語(yǔ)法規(guī)則的句子,如何使獨(dú)立的句子連接成為結(jié)構(gòu)緊湊、邏輯嚴(yán)密的篇章對(duì)于高中生來(lái)說(shuō)并非易事。學(xué)生在英語(yǔ)寫(xiě)作中存在諸如語(yǔ)義不連貫,條理不清晰,中心不突出,缺乏邏輯性的問(wèn)題(劉惠玲,2013)。因此,培養(yǎng)學(xué)生的寫(xiě)作能力是老師和學(xué)生共同面臨的一項(xiàng)重要的任務(wù)。1976年,韓理德和哈桑發(fā)表了《英語(yǔ)的銜接》,提出了銜接理論。此后諸多學(xué)者以此理論為基礎(chǔ)來(lái)研究語(yǔ)篇。韓理德和哈桑(1976：13)認(rèn)為銜接是連貫的基礎(chǔ),而且是構(gòu)成語(yǔ)篇的前提。Kent (1992:190)也指出連貫與銜接是生成語(yǔ)篇的重要原則。也有一些學(xué)者的研究表明英語(yǔ)寫(xiě)作的質(zhì)量與銜接手段的恰當(dāng)應(yīng)用密切相關(guān)(宋美華,2002；黃平輝,2013)。本研究基于英語(yǔ)寫(xiě)作對(duì)于高中生英語(yǔ)學(xué)習(xí)的重要意義以及高中英語(yǔ)作文中存在的諸多問(wèn)題,以高中生的英語(yǔ)習(xí)作為語(yǔ)料,以韓理德和哈桑的銜接理論為理論基礎(chǔ),探究高中生英語(yǔ)作文中銜接手段的應(yīng)用狀況,找出應(yīng)用中所存在的問(wèn)題并尋求解決方案以提高學(xué)生的寫(xiě)作水平。此次研究的語(yǔ)料是鄖陽(yáng)中學(xué)高二年級(jí)的兩個(gè)班級(jí)的學(xué)生的一次模擬考試中的100篇英語(yǔ)作文。作文中各種銜接手段的應(yīng)用頻率及銜接失誤的頻率都將被計(jì)算出來(lái)。通過(guò)問(wèn)卷調(diào)查和訪談進(jìn)一步了解形成高中學(xué)生英語(yǔ)習(xí)作中銜接手段的應(yīng)用現(xiàn)狀的原因,并探求提高學(xué)生正確應(yīng)用銜接手段的策略。研究結(jié)果表明高中生英語(yǔ)作文中常用的銜接手段是指代,詞匯銜接以及連詞。銜接失誤也主要集中在詞匯銜接和替代的應(yīng)用上。且高中生所用到的銜接手段通常是比較簡(jiǎn)單常見(jiàn)的詞匯,缺乏多樣性。研究發(fā)現(xiàn)形成高中生銜接手段應(yīng)用現(xiàn)狀的因素主要是：缺乏銜接意識(shí)；母語(yǔ)干擾；缺乏語(yǔ)言輸入；寫(xiě)作練習(xí)匱乏以及一些心理因素等。筆者針對(duì)各種影響因素提出了相應(yīng)的應(yīng)對(duì)策略：加強(qiáng)學(xué)生的銜接意識(shí)；克服母語(yǔ)干擾；增加語(yǔ)言輸入；加強(qiáng)寫(xiě)作練習(xí)以及克服心理因素等。
[Abstract]:With the increasing cooperation between China and foreign countries in politics, economy and culture, learning English is becoming more and more important to Chinese people. Listening, speaking, reading, writing and translating are five basic skills in English learning, among which writing is the most difficult for Chinese students. Writing is a process of language output, which is a complex and creative cognitive activity, which requires students to apply the knowledge and skills they have learned comprehensively. It is not easy for high school students to write meaningful sentences that conform to grammatical rules, and how to make independent sentences join into compact structures. Students have problems in English writing, such as semantic incoherence, lack of clarity, lack of focus and lack of logic (Liu Huiling / 2013). Therefore, it is an important task for both teachers and students to cultivate students' writing ability. In 1976, Hanlide and Hasan published cohesion in English and put forward cohesion theory. Since then, many scholars have studied discourse on the basis of this theory. Han Lide and Hasan Heng (1976: 13) think that cohesion is the basis of coherence, and it is the premise of the text. Kent points out that coherence and cohesion are the important principles of idiom discourse. Some studies have also shown that the quality of English writing is closely related to the proper use of cohesive devices (Song Mei-hwa 2002; Huang Ping-hui / 2013). Based on the significance of English writing to senior high school students' English learning and the problems existing in senior high school English writing, this study takes the English exercises of senior high school students as the corpus and the cohesion theory of Halliday and Hasan as the theoretical basis. This paper probes into the application of cohesive devices in senior high school students' English composition, finds out the problems existing in the application and seeks solutions to improve the students' writing ability. The corpus of this study is 100 English compositions in a simulated examination of two classes in Yunyang Middle School. The frequency of cohesive devices and the frequency of cohesive errors will be calculated. Through questionnaires and interviews, we can find out the reasons for the application of cohesive devices in senior high school students' English exercises, and explore the strategies to improve students' correct application of cohesive devices. The results show that the common cohesive devices used by senior high school students in English writing are reference, lexical cohesion and conjunction. Cohesion errors also focus on the application of lexical cohesion and substitution. Moreover, the cohesive devices used by high school students are usually simple and common words, lack of diversity. It is found that the main factors that form the application of cohesive devices in senior high school students are: lack of cohesion awareness; interference from mother tongue; lack of language input; lack of writing practice; and some psychological factors. The author puts forward corresponding coping strategies for various influencing factors: strengthening students' cohesion awareness, overcoming mother tongue interference, increasing language input, strengthening writing practice and overcoming psychological factors.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

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本文編號(hào)：1987829