目前我國(guó)傳統(tǒng)大學(xué)英語(yǔ)教學(xué)中存在一些弊端,傳統(tǒng)教師認(rèn)為傳授語(yǔ)音、語(yǔ)法、詞匯和句子結(jié)構(gòu)是語(yǔ)言‘教學(xué)的重要任務(wù)。教學(xué)不從語(yǔ)篇入手,過(guò)分注重語(yǔ)言點(diǎn),從而導(dǎo)致學(xué)生理解能力低下。據(jù)此,本文以系統(tǒng)功能語(yǔ)法理論為指導(dǎo),嘗試論證語(yǔ)篇功能理論運(yùn)用到《大學(xué)體驗(yàn)英語(yǔ)》教學(xué)中的可行性。語(yǔ)篇功能是指將話語(yǔ)組織成連貫統(tǒng)一的語(yǔ)篇并使實(shí)際語(yǔ)言區(qū)別于隨意的句子的語(yǔ)言機(jī)制。該理論被廣泛運(yùn)用于語(yǔ)言科學(xué)界和外語(yǔ)教育領(lǐng)域。全文共分為六章。第一章提出研究的緣由和目的,以及論文的組織結(jié)構(gòu)。第二章概述系統(tǒng)功能語(yǔ)法理論,并有針對(duì)性的具體介紹了該理論中的語(yǔ)篇功能理論,論述其對(duì)大學(xué)英語(yǔ)教學(xué)的指導(dǎo)作用。該理論認(rèn)為英語(yǔ)教學(xué)不能停留在句子層面的語(yǔ)言能力訓(xùn)練上,而必須重視從語(yǔ)篇層面組織教學(xué),進(jìn)而培養(yǎng)學(xué)生在語(yǔ)篇層面的交際能力。第三章介紹研究實(shí)驗(yàn)的操作方法和具體步驟,以語(yǔ)篇功能理論為指導(dǎo)的教學(xué)法在本章有較為詳盡的闡述。第四章為實(shí)驗(yàn)效果分析,作者采用實(shí)驗(yàn)組控制組前后測(cè)在瓊州學(xué)院《大學(xué)體驗(yàn)英語(yǔ)》教學(xué)中進(jìn)行了有關(guān)實(shí)證研究。結(jié)果表明：語(yǔ)篇功能理論具有較強(qiáng)的操作性和應(yīng)用性,應(yīng)用到教學(xué)中能幫助學(xué)生結(jié)合語(yǔ)境透徹理解作者意圖。第五章討論本研究的對(duì)教學(xué)的啟示和建議。第六... 

【文章來(lái)源】：西南大學(xué)重慶市 211工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：102 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Contents
Abstract
內(nèi)容摘要
Chapter One Introduction
    1.1 Background to the Study
        1.1.1 Two Main-stream Teaching Patterns
        1.1.2 Textual Metafunction and English Teaching
    1.2 Objectives of the Study
    1.3 Organization of the Thesis
Chapter Two Literature Review
    2.1 An Overview of Systemic Functional Grammar
        2.1.1 Some Points of View
        2.1.2 Three Metafunctions
    2.2 Textual Metafunction
        2.2.1 The Definition of Text
        2.2.2 The Seven Criteria of Text
        2.2.3 Thematic Theory
            2.2.3.1 The Classification of Theme
            2.2.3.2 Theme Structure and Mood Structure
            2.2.3.3 The Significance of Researching Theme Structure
        2.2.4 Information Structure
            2.2.4.1 The Definition of Information Structure
            2.2.4.2 The Manifestation of Information Structure
            2.2.4.3 The Features of Information Structure
            2.2.4.4 Information Structure and Theme Structure
        2.2.5 Cohesion
            2.2.5.1 Definition of Cohesion
            2.2.5.2 Types of Cohesion
    2.3 Reasons for Applying Textual Metafunction to Teaching
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Instrument
    3.4 Materials
    3.5 Teaching Methods
        3.5.1 Listening Teaching
            3.5.1.1 The Process of Listening Comprehension
            3.5.1.2 Listening Teaching Based on Textual Metafuncion Theory
        3.5.2 Speaking Teaching
            3.5.2.1 Input Basic Knowledge of Context
            3.5.2.2 Fix Communicative Intention
            3.5.2.3 Grasp Contextual Clues
            3.5.2.4 Use Cohesive Devices
        3.5.3 Reading Teaching
            3.5.3.1 Linguistic Context Applied in Reading Teaching
            3.5.3.2 Situational Context Applied in Reading Teaching
        3.5.4 Writing Teaching
            3.5.4.1 The Situation of English Writing
            3.5.4.2 Textual Metafunction Theory Applied in Writing Teaching
        3.5.5 Translating Teaching
            3.5.5.1 Differences of Cohesion between English and Chinese Language
            3.5.5.2 Teaching Methods Based on Cohesion Theory
            3.5.5.3 Teaching Methods Based on Information Structure Theory
Chapter Four Analysis and Discussions
    4.1 Results
    4.2 Data Analysis
        4.2.1 Data Analysis of the Questionnaires
            4.2.1.1 Data Analysis of the Pre-questionnaire
            4.2.1.2 Data Analysis of the Post-questionnaire
        4.2.2 Data Analysis of the Tests
            4.2.2.1 Data Analysis of the Pretest
            4.2.2.2 Data Analysis of the Post-test
    4.3 Discussions
Chapter Five Implications and Suggestions
    5.1 Implications
    5.2 Pedagogical Suggestions
        5.2.1 Suggestions on Listening Teaching
        5.2.2 Suggestions on Speaking Teaching
        5.2.3 Suggestions on Reading Teaching
        5.2.4 Suggestions on Writing Teaching
        5.2.5 Suggestions on Translating Teaching
Chapter Six Conclusion
References
Appendix Ⅰ
Appendix Ⅱ


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期刊論文
[1]淺析語(yǔ)篇銜接理論在大學(xué)英語(yǔ)口語(yǔ)教學(xué)中的應(yīng)用[J]. 葛樹(shù)強(qiáng),樸明華.  遼寧科技學(xué)院學(xué)報(bào). 2009(02)
[2]系統(tǒng)功能語(yǔ)法及其在英語(yǔ)教學(xué)中的應(yīng)用[J]. 宋靜芳.  遼寧行政學(xué)院學(xué)報(bào). 2006(01)



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