非英语专业学生英文写作中衔接手段的应用

论文摘要

本文以韩礼德和哈桑提出的语篇衔接理论为依据,分析中国非英语专业学生英语作文的质量与衔接手段之间的关系,归纳这类学生应用英语衔接手段的基本特征,并对存在的问题加以探讨。本文以福建农林大学2006级大二非英语专业学生为研究对象,用他们按大学英语四级考试要求所写的280篇作文中抽取的50篇作文为样本,并借助统计软件SPSS进行分析。同时本文还对学生进行了问卷调查,借此来了解学生对英语写作中衔接知识的掌握情况。经分析发现,学生的作文分数与衔接手段应用的总数并无相关。但是,作文分数与学生使用的连词衔接和词汇衔接则密切相关。在此基础上,本文分析了这类学生衔接手段使用的特点和问题,如,指代不清,“the”误用、连接词误用和简单重复太多等等,并进一步总结了造成这些问题的原因,如缺乏衔接理论的基本知识、母语干扰以及词汇量有限等等。文章强调英语教师在写作教学过程中应该注重培养学生的衔接意识,引导他们摆脱母语思维的影响,并对词汇教学以及英语作文的批改等提出了一些建议。

论文目录

• Chinese Abstract
• Abstract
• Chinese Synopsis
• Synopsis
• Chapter One Introduction
• 1.1 Background of the study
• 1.2 Purpose of the study
• 1.3 Overview of the thesis
• Chapter Two Literature Review
• 2.1 Definition of cohesion
• 2.2 Theoretical disputes over Cohesion Theory
• 2.2.1 Criticism on Cohesion theory
• 2.2.2 Defense of Cohesion Theory
• 2.3 Studies on cohesion devices in English writing
• 2.3.1 Researches carried out abroad
• 2.3.2 Researches carried out at home
• 2.4 Summary
• Chapter Three Theoretical Foundation
• 3.1 Reference
• 3.1.1 Personal reference
• 3.1.2 Demonstrative reference
• 3.1.3 Comparative reference
• 3.2 Substitution
• 3.2.1 Nominal substitution
• 3.2.2 Verbal substitution
• 3.2.3 Clausal substitution
• 3.3 Ellipsis
• 3.3.1 Nominal ellipsis
• 3.3.2 Verbal ellipsis
• 3.3.3 Clausal ellipsis
• 3.4 Conjunction
• 3.4.1 Additive
• 3.4.2 Adversative
• 3.4.3 Causal
• 3.4.4 Temporal
• 3.4.5 Continuative
• 3.5 Lexical cohesion
• 3.5.1 Reiteration
• 3.5.2 Collocation
• 3.6 Summary
• Chapter Four Methodology
• 4.1 Subjects
• 4.2 Data collection
• 4.2.1 Writing task
• 4.2.2 Questionnaire
• 4.3 Data analysis
• 4.3.1 Marking scheme
• 4.3.2 Instrument for the analysis
• 4.3.3 Data analysis procedures
• Chapter Five Findings and Discussion
• 5.1.Correlation between writing quality and frequency of cohesive devices
• 5.2 Data analysis according to students' questionnaires
• 5.3 Common features found in students' writings
• 5.3.1 Overall features found in students' compositions
• 5.3.2 Use of reference
• 5.3.2.1 Inconsistent use of personal reference
• 5.3.2.2 Inappropriate use of "the"
• 5.3.2.3 Restricted use of comparative reference
• 5.3.3 Use of conjunctions
• 5.3.3.1 Underuse of conjunctions devices
• 5.3.3.2 Limited variety of conjunctions
• 5.3.3.3 Inappropriate use of conjunctions
• 5.3.4 Use of lexical devices
• 5.3.4.1 Overuse of repetition
• 5.3.4.2 Limited use of synonym and superordinate
• 5.4 Implications
• 5.4.1 Cultivating awareness of cohesion knowledge
• 5.4.2 Decreasing cultural interference
• 5.4.3 Focusing on teaching lexical cohesion
• 5.4.4 Reversing writing evaluation
• Chapter Six Conclusion
• 6.1 A review of the study
• 6.2 Limitations of the study
• 6.3 Suggestions for further study
• References
• Appendix Ⅰ
• Appendix Ⅱ
• Acknowledgements