發(fā)布時間：2018-01-16 10:44

  本文關(guān)鍵詞：不同英語水平學(xué)習(xí)者議論文銜接機制研究　出處：《湖南大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

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【摘要】：議論文寫作是提高學(xué)生語言表達能力的一種重要手段,嚴密的邏輯性和良好的連貫性是它的重要特征,而議論文銜接的優(yōu)劣是議論文邏輯嚴密性和語句連貫性的一個評判標(biāo)準(zhǔn)。議論文中的銜接機制使用情況能客觀反映學(xué)生寫作水平,因此對議論文中的銜接機制展開研究非常有必要。本研究選取湖南大學(xué)非英語專業(yè)的119名大二學(xué)生為對象,依據(jù)他們的大學(xué)英語四級成績分成高低水平組,高水平組由總分排名前30的同學(xué)組成,低水平組則由總分排名后30的同學(xué)組成。本研究以每個研究對象寫的同一標(biāo)題的議論文為樣本,依據(jù)英語四級作文評分標(biāo)準(zhǔn)對樣本進行評分,隨之基于韓禮德和哈桑的銜接機制分類對樣本的銜接機制使用情況進行深入研究。研究主要從議論文中銜接機制的總體使用情況、高低水平兩組學(xué)生的議論文銜接機制使用及不當(dāng)使用情況的差異性和作文質(zhì)量與銜接機制使用頻率的關(guān)系四個方面具體展開。通過對數(shù)據(jù)的收集與分析,最終得出以下結(jié)論：1.從銜接機制在議論文中總體使用情況看,照應(yīng)使用最頻繁,連接和詞匯銜接次之,而替代和省略使用極少；2.學(xué)生的英語水平與他們對銜接機制的運用能力呈正相關(guān),高低水平兩組學(xué)生對照應(yīng)、連接和詞匯銜接的運用差異明顯；3.照應(yīng)與詞匯銜接使用不當(dāng)率最高,低水平組學(xué)習(xí)者的銜接機制使用不當(dāng)明顯偏高,高水平組學(xué)習(xí)者更善于運用銜接機制；4.銜接機制使用頻率與作文質(zhì)量有顯著相關(guān),銜接對作文質(zhì)量有顯著貢獻。連接與作文質(zhì)量關(guān)系最為密切,其次為詞匯銜接,而照應(yīng)、替代和省略與作文質(zhì)量關(guān)系并不明顯。盡管本文選取的研究對象有限、樣本數(shù)量為119,但在議論文銜接機制方面的研究成果對寫作教學(xué)具有一定的指導(dǎo)意義。教師在課堂中應(yīng)重視對對銜接機制的教學(xué),激發(fā)學(xué)生正確使用各種銜接機制。學(xué)生需擴大詞匯量,應(yīng)用更多的詞匯銜接,使文章表達更生動具體。
[Abstract]:On one of the important means is to improve students' writing ability of language expression, rigorous logic and good coherence is an important feature of it, and the argumentative cohesion is a criterion of argumentative logic and coherence. The statement for use on Cohesion in the paper can objectively reflect the students writing level, so the convergence mechanism of argumentative expansion in research is very necessary. This study selected 119 non English Majors in Hunan University sophomore as the object, divided into two level groups according to their college English grade four, the high level group consists of 30 students of the top score, low level group by the total score after the top 30 students. The same Title in this study, each subject to write essays as samples, according to four English composition standard for evaluation score for the sample, based on Hallidy and In-depth study on the convergence mechanism of Hassan classification convergence mechanism of sample usage. Overall study mainly from the argumentative convergence mechanism is used, the four aspects of the relationship between the level of the two groups of students argumentative differences in use of cohesive devices and the improper use of the situation and the quality of composition and connection mechanism using frequency specific. By collecting and analyzing the data, finally draws the following conclusions: 1. from the convergence mechanism in the argumentative overall situation, the most frequently used reference, conjunction and lexical cohesion of the substitution and ellipsis use less positively; 2. students' English level and their ability to use the mechanism of cohesion, low level the two groups of students on the use of reference, conjunction and lexical cohesion are significant differences between the 3. reference and lexical cohesion; improper use rate is the highest, convergence mechanism of low level group of learners use When the high level group was significantly higher, learners are more adept at using cohesive mechanisms; 4. use of cohesive devices is significantly related to frequency and quality of writing, cohesion contributes much to the quality of writing. The relationship is most closely connected with the quality of writing, followed by lexical cohesion, reference, substitution and ellipsis and writing quality although is not obvious. The object of this study is limited, the number of samples is 119, but the research achievements in the argumentative aspects of the convergence mechanism has certain guiding significance to the writing teaching. Teachers should pay attention to the convergence mechanism of the teaching in the classroom, stimulate students' correct use of a variety of convergence mechanism. Students should expand their vocabulary, lexical cohesion more, make the expression more vivid and specific.

【學(xué)位授予單位】：湖南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：H319.3
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本文編號：1432775