大学生英语写作中语篇连贯性的有效途径——主位推进模式研究

VIP免费

3.0 陈辉 2024-11-19 9 4 615.15KB 68 页 15积分

侵权投诉

Acknowledgements

I am sincerely grateful to those who have helped me during my study here and in

the process of my writing the thesis.

Special thanks first go to my respectable supervisor, Professor Cai Jianping, who

has guided me in language study and research and spent lots of his precious time

commenting on the drafts of the thesis and challenged lots of my ideas. I appreciate

the timely help and constant encouragement from him. His expert consultation in my

designing of the research and his illuminating comments throughout my writing made

this thesis possible.

Sincere thanks also go to all the other distinguished and beloved teachers in

College of Foreign Languages, USST, who have helped me acquire various kinds of

knowledge indispensable to the completion of my thesis. And their creative ideas and

invaluable suggestions have inspired me and helped me a lot.

Thanks also go to my friends Wu Lei, Cui Zhijuan, Zhou Jing and Wang

Zhenhua, from whom I have gained lots of support and many useful suggestions.

Finally, I would also like to extend my gratitude to my parents and my husband

who are always behind me and support me all the time.

摘要

自从 1976 年以来, 特别是自 Halliday 和Hasan 发表他们的专著 Cohesion in

English(1976), 国内外语言学家从语义、语用和认知等多方面对语篇连贯(textual

coherence) 进行了深入系统全面的分析研究, 取得了丰硕成果。主位结构及主位

推进模式的出现又为语言研究，尤其是为语篇分析、语篇连贯研究开启了一扇新

的大门。在国内，主位结构理论以及主位推进模式同样受到了许多学者的关注，

一些语言教育学家试图将主位结构和主位推进模式引入外语教学中。这些尝试在

语篇分析及阅读理解中已初步取得了一定的成就，并证实了其可行性。在此基础

上，语言学家们又对主位推进模式及语篇的连贯性进行了研究，并推测对主位推

进模式的教学可能会对提高英语写作的连贯性起到积极作用。但是到目前为止，

绝大多数相关研究只是停留在理论上，很少有研究者用实践去验证这一假想。在

现有文献中，有关实验方法的介绍不够详尽，难以指导实践教学；试验方法欠缺

科学性，导致试验结果欠缺可信性。

关于主位、述位的研究，许多语言学家，自1939年Mathesius提出主位和述位

开始，特别是布拉格学派(Prague School)在这一领域做了大量的研究。他们中的

代表人物是捷克语言学家Frantisek Danes。Danes（1970）提出从主位结构和主位

推进的角度研究分析语篇。主位结构以及主位推进分析的对象是语篇，而英语写

作教学时我们所要构建的也是语篇。主位结构以及主位推进把语篇作为传递信息

的基本意义单位进行研究，关注的焦点不是句子而是句子之间的模式及规律性。

在英语写作中学生因缺乏主位意识，想到什么写什么，结果写出的语段就很不自

然。英语写作教学应该吸收这一新理论成果, 引进它们的新思维新方法, 拓展连

贯这个概念在英语写作教学中的内涵和外延,使其为写作教学服务。这种以语篇

为研究对象的方法，可以使学生在写作时更多地考虑布局谋篇和语篇内部的衔接

和逻辑关系。通过分析英语写作过程中主位推进的运用模式，使得文章达到语义

以及结构上的连贯。

基于上述认识,本文从实践的角度出发，通过为期近 2 个月的班级（控制班

与实验班）实验对比研究教学，在分析数据基础上，并结合学生习作进行评析，

来试图证明这一猜想——主位推进模式能够提高大学生英语写作中的语篇连贯

性。实验结果表明，通过对实验班讲解主位结构以及主位推进模式知识，该班学

生在连贯性方面明显好于控制班，分数也明显高于他们。这些研究结果表明，主

位结构以及主位推进模式的教学对中国学生中英语水平处于中低程度的这部分

学生提高英语写作连贯性和整体写作水平上起到了一定的积极作用。由此我们可

以推测该项研究对英语写作教学能起到一定的积极作用。本文具体要回答的问

题包括:

1) 主位推进模式与英语写作中语篇连贯之间的关系如何?

2) 主位推进模式在大学生英语写作教学中是否有指导作用?

3) 如何根据主位结构理论设计出新的适用于大学英语写作的语篇构建模

式?

关键词主位；述位；主位推进；语篇连贯；英语写作

Abstract

Since 1976, especially when Halliday and Hasan published Cohesion in English,

linguists at home and aboard have done many studies on the textual coherence in all-

round way from perspectives of semantics, pragmatics and cognition. As a result,

fruitful achievements on textual coherence have been obtained; the appearance of

thematic structure and thematic progression has opened a new field for language

study，especially for discourse analysis and textual coherence. Theme-rheme theory

and thematic progression have also drawn more attention among linguistics in China.

Some language educators have tried to apply thematic structure and thematic

progression patterns to foreign language teaching; and some of them have already

made preliminary achievements in discourse analysis and reading comprehension.

Based on these achievements, some linguists have made research on thematic

progression and textual coherence. They assume that the teaching of thematic

progression might exert positive influence on improving the coherent degree of

college students’ English writings. However, up to now, most studies are just staying

at the theoretic level; few have come to put it into practice. Also as far as the present

practice is concerned, the introduction of experimental methods is too general to guide

the teaching practice; and the experimental methods are not scientific enough so that

the result would lack reliability to some extent.

Studies on theme and rheme were sparked off from the concept of theme and

rheme proposed by Mathesius in the year of 1939. Since then, many linguists,

particularly those from the Prague School, have done many studies in such a field. In

1970, Danes，a Czechoslovak linguist among them made analysis of the concept of

coherence from the perspective of thematic structure and thematic progression.

Thematic structure theory studies a text as a unit of transferring information. It

doesn’t focus on these sentences but on those patterns and principles among these

sentences. Therefore, it can be introduced in English learning and teaching. Since

English writing is one of the most important skills in English learning, which can well

evaluate a student’s English level. Students who have no idea about theme and rheme

just write what they have thought and imagined in the process of English writing. As a

result, abundant passages and paragraphs appear unnatural and loose. It is suggested

that in our teaching of English writing, such a research product should be adopted and

new thinking approaches should be introduced. We should develop the connotation

and denotation of coherence and make it helpful in English writing. This methodology

which regards a text as a study object can make students think more about the design

of arrangement, inter-textual cohesion as well as logical relations in a text. With the

help of thematic progression patterns, essays can be more coherent semantically and

structurally.

Based on certain practice, this study attempts to prove such a hypothesis that the

teaching of thematic progression patterns can exert positive influence on improving

students’ writing coherence. This study is based on a two-month empirical and

comparative research together with the elaborate statistical analysis and careful

evaluations on students’ writings. The results show that after teaching theme-rheme

theory, the experimental groups’ scores on coherence are obviously better than that of

the control groups’. Therefore, their total writing scores have been naturally improved.

The results of this study have proved that the teaching of thematic progression

patterns does exert positive influence on improving those lower-intermediate students’

writing coherence and their integrated writing abilities to some degree. This may

bring some implications and inspirations to English writing teaching. The general

questions to be addressed in this research paper are as follows:

1) What’s the relationship between thematic progression and textual coherence?

2) Can Theme-Rheme theory give any guidance to the college English writing?

3) How will a new model of a text be designed to adapt to college English

writing according to Theme-Rheme theory?

Key words: theme rheme thematic progression

textual coherence English writing

Contents

Acknowledgements

Abstract

摘要

Chapter One Introduction .................................................................................. 1

1.1 Current Situation of the Teaching of College Students’ English Writing1

1.2 The General Purpose of the Study……………………………………....2

1.3 Theoretical Considerations ...................................................................... 3

1.4 The Framework of This Thesis ................................................................ 4

Chapter Two Literature Review ........................................................................ 4

2.1 Concept of Theme and Rheme ................................................................ 5

2.2 Classification of Theme ........................................................................... 6

2.2.1 Simple Theme ...............................................................................7

2.2.2 Multiple Theme ............................................................................ 7

2.2.3 Clausal Theme .............................................................................. 8

2.2.4Theme in Special Structures .......................................................... 9

2.3 Thematic Progression ............................................................................ 10

Chapter Three .................................................................................................... 13

Thematic Progression Patterns and their Applications ................................13

3.1 Thematic Progression Patterns .............................................................. 13

3.1.1 Linear Thematic Progression ...................................................... 13

3.1.2 Parallel Thematic Progression .................................................... 14

3.1.3 Constant Thematic Progression .................................................. 15

3.1.4 Derived Thematic Progression ................................................... 15

3.1.5 Crossing Thematic Progression .................................................. 16

3.1.6 Alternating Thematic Progression .............................................. 17

3.1.7 Summarizing Thematic Progression ...........................................17

3.2 Application of Thematic Progression Patterns ...................................... 19

Chapter Four Textual Coherence .....................................................................22

4.1Text ......................................................................................................... 22

4.2 Cohesion and Coherence ....................................................................... 23

4.3 Relationship between Cohesion and Coherence ....................................24

文档加载中……请稍候！
如果长时间未打开，您也可以点击刷新试试。

下载文档到电脑，查找使用更方便

15 积分 4人已下载

立即下载 VIP免费下载

摘要：

AcknowledgementsIamsincerelygratefultothosewhohavehelpedmeduringmystudyhereandintheprocessofmywritingthethesis.Specialthanksfirstgotomyrespectablesupervisor,ProfessorCaiJianping,whohasguidedmeinlanguagestudyandresearchandspentlotsofhisprecioustimecommentingonthedraftsofthethesisandchallengedlotsofmy...

展开>> 收起<<

大学生英语写作中语篇连贯性的有效途径——主位推进模式研究.pdf

共68页,预览7页

还剩页未读，继续阅读

大学生英语写作中语篇连贯性的有效途径——主位推进模式研究

相关推荐

开通VIP享超值会员特权

作者详情

相关内容

推荐作者

热门标签

举报选择: