本文選題：原因-結(jié)果組篇詞語 + 語篇模式��； 參考：《太原理工大學》2017年碩士論文

【摘要】：英語寫作從本質(zhì)上講是使用語篇進行交際。對于英語專業(yè)學生來說,了解英語寫作中的語篇模式,并運用形式多樣的組篇詞語,可以使英語寫作得心應手。原因-結(jié)果組篇詞語具有銜接連貫作用,它們的作用不是表達真正的思想內(nèi)容,而是發(fā)揮著承上啟下的組織功能。正是它們的存在才把文章中論據(jù)論點合理有序地連接起來。而議論文就是用論據(jù)證明論點,并陳述論據(jù)與論點之間因果關(guān)系的說理性文體。因此,在議論文寫作中運用不同的原因-結(jié)果組篇詞語來清晰地呈現(xiàn)因果關(guān)系在很大程度上決定寫作的質(zhì)量。自從語篇銜接理論誕生以來,很多學者開始對此進行研究。國內(nèi)外許多學者對英語寫作中的語篇模式分布情況進行了探索。但是筆者發(fā)現(xiàn)他們均將焦點關(guān)注于主張-反主張、觀點-舉例、問題-解決等基本模式及其相關(guān)的組篇詞語,很少有學者對原因-結(jié)果語篇模式及其相關(guān)組篇詞語在英語寫作中的應用情況進行深入研究。此外,調(diào)查研究顯示,對于大多數(shù)中國學生來說,不會恰當?shù)赜糜⒄Z特有的篇章結(jié)構(gòu)模式安排宏觀結(jié)構(gòu),組篇詞語積累單薄,不會用多種詞語表達同一意義,更少有學生在寫作中能夠運用豐富的組篇詞語使其文章銜接連貫。因此,本研究從原因-結(jié)果組篇詞語的角度出發(fā),對英語專業(yè)學生議論文寫作中原因-結(jié)果組篇詞語的使用情況進行研究,目的在于幫助學生把握英語文章的這種謀篇布局規(guī)律,并且能夠運用豐富的因果組篇詞語使文章銜接連貫,從而提高英語寫作水平。鑒于此,本文采取語料庫研究方法、問卷調(diào)查法、訪談法的綜合研究思路進行研究。首先,建立兩個語料庫。第一個語料庫的樣本文本來自某理工大學英語專業(yè)二年級學生的專四作文,均為議論文,共284篇。第二個是參照語料庫,選自比利時Louvain大學Sylviane Granger教授主持建設(shè)的LOCNESS(The Louvain Corpus of Native English Essay)魯汶英語本族語作文語料庫,語料庫收集了美國本族語大學生英語議論文220篇。然后利用AntConc 3.2.4軟件中的Concordance,抽取兩個語料庫里所有標注的因果組篇詞語。通過對比分析,本文主要研究以下幾個問題:(1)英語專業(yè)學生議論文寫作中原因-結(jié)果組篇詞語的使用和本族語者相比有何異同?(2)英語專業(yè)學生原因-結(jié)果組篇詞語的使用頻率如何?有哪些過度使用?哪些不常使用?哪些沒有使用?(3)哪些因素影響了英語專業(yè)學生議論文寫作中對原因-結(jié)果組篇詞語的選用?研究結(jié)果表明:(1)從整體上看,英語專業(yè)學生議論文中原因-結(jié)果組篇詞語的使用不僅種類少,而且使用頻率也低于本族語學生。從表面上看,最常使用的前十種因果組篇詞語基本一樣;(2)英語專業(yè)學生在議論文寫作中使用的短語形式的組篇詞語相對較少;(3)與本族語學生相比,英語專業(yè)學生過度使用as,since,why,explain,so,hence,therefore,result等因果組篇詞語,對accordingly,explanation,bring about,owing to/of,lead to,result in/from,as a consequence等詞語使用不足。此外,共有21種因果組篇詞語沒有被英語專業(yè)學生使用;(4)在原因-結(jié)果語篇模式中,英語專業(yè)學生在文章中所使用的組篇詞語單一、枯燥乏味缺乏說服力。為了更深入地了解造成上述結(jié)果的主要原因,作者還對英語專業(yè)學生進行了問卷調(diào)查和訪談。調(diào)查結(jié)果顯示:(1)英語專業(yè)學生關(guān)于原因-結(jié)果組篇詞語的知識輸入幾乎為零;(2)受學習策略的影響,在詞匯輸出方面,他們選擇了回避策略;(3)英語專業(yè)學生不了解原因-結(jié)果語篇模式的內(nèi)在規(guī)律。最后,針對以上研究結(jié)果,作者對未來英語議論文寫作教學提出三條建設(shè)性意見:在二語寫作教學中,教師應重視組篇詞語的知識輸入;鼓勵學生以詞鏈的形式積累詞匯;加強語篇模式在英語寫作中的應用。
[Abstract]:The essence of English writing is to use discourse to communicate. For English majors, to understand the text patterns in English writing and to use various forms of phrases can make English writing handy. It is their existence that connects the argument arguments in a reasonable and orderly way. The argumentative paper is a rational style that proves the argument with the argument and states the causal relationship between the argument and the argument. The present causality determines the quality of writing to a large extent. Since the birth of the theory of discourse cohesion, many scholars have begun to study it. Many scholars at home and abroad have explored the distribution of discourse patterns in English writing. But the author finds that they all focus on propositions counter propositions, views, examples, problems and solutions. Few scholars have studied the application of cause - result discourse pattern and its related text in English writing. In addition, research shows that for most Chinese students, the macro structure is not properly arranged in English specific text structure patterns. In this study, the use of causes and results in English Major Students' Argumentative Writing is studied from the perspective of cause and result group words. The purpose of this paper is to help students grasp the rules of the layout of English articles, and to make use of the rich and causality group words to make the articles coherent and thus improve the level of English writing. In view of this, this paper takes a corpus study method, questionnaire survey method and interview method to study. First, two corpus are established. The sample text of the first corpus comes from the four composition of a Polytechnic College English Major Grade Two, all of which are argumentative, 284. Second are reference corpora, selected from the LOCNESS (The Louvain Corpus of Native English Essay) from Professor Sylviane Granger of Louvain University in Belgium (The Louvain Corpus of Native English Essay) English native language composition The corpus collects 220 American Undergraduate English Argumentative Essays in American native language college students, and then uses Concordance in AntConc 3.2.4 software to extract all the causality phrases in two corpus. Through comparative analysis, this paper mainly studies the following questions: (1) the cause and result group words in English Major Students' Argumentative Writing What are the similarities and differences compared with those of the native speakers? (2) what is the frequency of the use of cause - result group words for English majors? What are over use? What are not used often? What are not used? (3) which factors affect the selection of original result group words in English Major Students' Argumentative Writing? The results show that (1) from the whole As a matter of body, the use of cause - result group words in English Majors' argumentative paper is not only less, but also less frequently used than native language students. On the surface, the most common use of the first ten causality groups is the same; (2) English Majors' phrases used in Argumentative Writing are relatively small; (3) Compared with native language students, English majors overuse as, since, why, explain, so, hence, therefore, result, and other words and phrases. In addition, there are 21 kinds of causality phrases that are not used by English majors. Use: (4) in the cause result discourse model, the English major students used in the article are single, dull and unpersuasive. In order to understand the main causes of the results, the author also conducted a questionnaire survey and interviews with English majors. The results showed that: (1) English majors about the original language The knowledge input of the result group words is almost zero; (2) influenced by the learning strategy, they choose the avoidance strategy in terms of vocabulary output; (3) the English majors do not understand the inherent law of the cause result discourse pattern. Finally, the author puts forward three constructive meanings to the teaching of future English argumentative writing. See: in the teaching of two language writing, teachers should attach importance to the knowledge input of group words and phrases, encourage students to accumulate vocabulary in the form of word chain, and strengthen the application of discourse patterns in English writing.

【學位授予單位】：太原理工大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3

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