【摘要】：寫作，作為一種書(shū)面表達(dá)的形式，在日常生活中扮演著重要的角色。寫作文體不同，個(gè)人寫作能力不同。因此，提高寫作水平已成為教學(xué)目標(biāo)的核心。對(duì)于英語(yǔ)教師，提高學(xué)生的寫作水平，，不僅需要基本的語(yǔ)言學(xué)知識(shí)，文化背景，還需要了解不同寫作方法的區(qū)別以及第一語(yǔ)言寫作能力的正向遷移與負(fù)向遷移。根據(jù)康明斯提出的深層共享假說(shuō)，以及其他有關(guān)語(yǔ)言遷移的觀點(diǎn)，本文旨在揭示漢語(yǔ)寫作水平與英語(yǔ)寫作水平的相關(guān)性。 來(lái)自沈陽(yáng)師范大學(xué)的87名大三學(xué)生，作為受試者，參與到本項(xiàng)研究中。按照漢語(yǔ)描寫文，漢語(yǔ)說(shuō)明文，漢語(yǔ)議論文，英語(yǔ)描寫文，英語(yǔ)說(shuō)明文，英語(yǔ)議論文的順序，受試者每周會(huì)依次收到測(cè)試題目與要求。由于描寫文與記敘文的相似性，在本實(shí)驗(yàn)中，把這兩種寫作手法歸為一類，用于與說(shuō)明文與議論文的比較。受試者的每篇作文都由兩名教師評(píng)分，再取其平均分。在SPSS軟件中進(jìn)行相關(guān)性的定量分析。 本文證實(shí)了假設(shè)，即漢語(yǔ)寫作水平與英語(yǔ)寫作水平呈明顯相關(guān)性，描寫文呈弱相關(guān)，說(shuō)明文無(wú)相關(guān)性，議論文呈現(xiàn)明顯相關(guān)性。
[Abstract]:Writing, as a form of written expression, plays an important role in daily life. The writing style is different, the personal writing ability is different. Therefore, improving the writing level has become the core of the teaching goal. For English teachers, to improve students' writing ability requires not only basic linguistic knowledge and cultural background, but also understanding the differences between different writing methods and the positive and negative transfer of the writing ability of the first language. Based on Cummins' deep sharing hypothesis and other views on language transfer, this paper aims to reveal the correlation between Chinese writing proficiency and English writing proficiency. A total of 87 junior students from Shenyang normal University participated as subjects. According to the order of Chinese description, Chinese discourse, Chinese argumentation, English description, English writing and English argumentation, the subjects received the test questions and requests each week in turn. Because of the similarity between descriptive and narrative writing, these two writing techniques are classified as one class in this experiment, which is used to compare them with narrative and argumentation. Each composition was scored by two teachers, and the average score was taken. Quantitative analysis of correlation was carried out in SPSS software. This paper confirms the hypothesis that the Chinese writing level is significantly correlated with the English writing level, the descriptive text is weakly correlated, the narrative text is not relevant, and the argumentation is obviously relevant.
【學(xué)位授予單位】：沈陽(yáng)師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H315;H15

【參考文獻(xiàn)】

相關(guān)期刊論文 前4條

1 王娟;論英漢文體特征的差異[J];解放軍外國(guó)語(yǔ)學(xué)院學(xué)報(bào);2001年03期

2 王文宇,文秋芳;母語(yǔ)思維與二語(yǔ)寫作——大學(xué)生英語(yǔ)寫作過(guò)程研究[J];解放軍外國(guó)語(yǔ)學(xué)院學(xué)報(bào);2002年04期

3 王文宇;母語(yǔ)思維與二語(yǔ)習(xí)得:回顧與思考[J];外語(yǔ)界;2002年04期

4 文秋芳,郭純潔;母語(yǔ)思維與外語(yǔ)寫作能力的關(guān)系:對(duì)高中生英語(yǔ)看圖作文過(guò)程的研究[J];現(xiàn)代外語(yǔ);1998年04期

本文編號(hào)：2233781