汉语写作能力与英语写作质量的相关性研究

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ABSTRACT

Language transfer has been a central issue in second language acquisition. First language

influence in L2 writing, which is an important issue of second language learning, has

always been controversial. With the deeper research on L1 language influence, the role of

L1 in L2 writing has been viewed differently. Inspired by the theory of Common

Underlying Proficiency (CUP) in bilingual research, the writer of this thesis conducts an

empirical study on the correlation between Chinese writing proficiency and English writing

quality. Previous researches have indicated that L1 writing ability has a positive effect on

L2 writing in the aspects of L2 quality, writing strategies, and writing process. This further

proves that L1 writing ability is an important factor in L2 writing. However, there is little

research on the correlation between Chinese writing proficiency and English writing

quality at home and abroad.

The corpus of this study is from 163 argumentative essays written by senior English

majors from two universities. Three issues are addressed in this empirical investigation to

examine whether the native language writing ability is a facilitator or an obstacle to the

target language:

1. Whether English writing quality is influenced by Chinese writing ability.

2. Whether the discourse pattern of English writing is influenced by Chinese writing

ability, and how it is affected.

3. Whether the use of cohesive devices in English writing is influenced by Chinese

writing ability, and how it is affected.

After being scored on the basis of the Chinese test’s scoring rubric of college entrance

examination, the highest 22 subjects and the lowest 22 ones are picked out as Group One

and Group Two so as to investigate their English writing ability. The quality of English

writings are examined with respect to several parameters, including total scores based on

the scoring rubric in English teaching syllabus for higher grade college English majors, the

Toulmin model, the length, and T-unit length. The placement of thesis statement and topic

sentences is examined to find out the influence of Chinese writing ability on discourse

pattern. And the investigation on cohesive devices is based on the theory of Halliday and

Hasan. Then SPSS 11.5 software (Statistical Package for the Social Sciences 11.5) is used

to test the influence of Chinese writing ability on English writing quality and the use of

cohesive devices. The study shows there is a significant correlation between English

writing quality and Chinese writing ability. Moreover a higher significant correlation exists

between persuasive force of the English writings in the Toulmin model and Chinese writing

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ability. These analyses indicate the writing ability at cognitive level can be transferred

across languages. Besides, Chinese writing ability can help students generate more and

much deeper ideas in English writing. The test on discourse pattern shows that Chinese

writing ability has a positive effect on discourse pattern of English writing. Subjects in

Group One placed more topic sentences in the initial position of a paragraph than those in

Group Two. And all the essays have the thesis statement in Group One and all the thesis

statements are placed in the introduction of an essay. The analyses show Chinese writing

ability has a positive transfer on discourse pattern by writing English essays in a more

acceptable way through enhancing subjects’ awareness on composition skills. Meanwhile,

there are more temporal conjunction and lexical collocation used in English writings of

Group One. Higher Chinese writing ability can help subjects write in a more logic way and

with more diversified words when they get a certain high English literacy.

The hypothesis of this study is proved right. There is a correlation between Chinese

writing ability and English writing quality in the cognitive level, proved by the result

shown in the Toulmin model, discourse pattern, and the use of temporal conjunction and

lexical collocation. Higher Chinese writing ability can help subjects write in a more logic,

persuasive, and acceptable way with much diversified words. In a word, to enhance

Chinese writing ability can help improve the quality of English writings. This reminds us

that even higher grade English majors with a certain high English literacy can benefit from

their Chinese writing ability to improve their English writings’ quality.

Key Words: Chinese writing proficiency, English writing quality,

language transfer, discourse pattern, cohesive devices

摘要

母语对二语学习的影响一直是二语习得研究的一个热点问题。作为二语习得的重

要部分，在二语写作研究中，母语的作用一直是个争论不休的问题。随着母语迁移理

论的发展，各派从各自的角度出发，得出了不同的结论。本论文回顾了语言迁移的相

关理论，并在 Cummins 提出的语言深层共享理论的启发下，探讨中国英语学习者汉

语写作能力与英语写作能力的关系。以往的研究表明，母语写作能力对二语写作能力

有正面迁移作用，在写作质量、写作策略、写作过程方面均有正面影响。这使我们有

理由相信，母语写作能力是影响二语写作的一个重要因素。但具体有关汉语写作水平

对英语写作质量影响的研究较少，而且先前的研究也不够具体完善。

因此，本论文将开展一次对 163 名英语专业三年级学生英语议论文文本的实证研

究。文中拟从三个方面考察汉语写作水平与英语写作质量的关系：

（1）汉语写作能力与英语写作能力是否存在一定的相关性并对英语的写作质量产

生怎样的影响；

（2）汉语写作能力对英语作文中语篇修辞模式的影响，并如何体现；

（3）汉语写作能力对英语作文中语篇衔接的影响，并如何体现。

本文借鉴前人的研究方法，对汉语写作能力高低两组各 22 名学生，用《高等学

校英语专业高年级英语教学大纲》中写作测试评分标准，图尔敏的非形式推理分析模

式，文章的长度，Hunt 的最小终结单位理论共同分析英语议论文写作的质量。然后采

用Kaplan 的语篇分析模式和 Halliday & Hasan 的衔接理论分别对英语作文的语篇修辞

模式和语篇衔接手段的使用进行量化研究。并运用社会科学统计软件包（SPSS 11.5）

对汉语写作能力与英语写作质量、语篇衔接手段使用的相关性，以及衔接手段的分布

情况进行对比分析。研究结果表明，汉语写作能力与英语写作能力存在正相关，汉语

写作能力高的学生，其英语作文的篇幅越长，文章的说服力更强，并且作文质量更高。

在对英语作文语篇的调查中发现，汉语写作能力高的学生虽然有受到中国文化和修辞

模式的影响但在英语作文中更倾向于演绎式的英语论说文传统修辞模式，并且在英语

作文中使用了更多的时间连接词和词汇搭配。该结果证实了在母语和二语之间存在语

言深层共享，提高母语写作能力可以有效地改善二语写作的质量。

通过提高汉语的写作能力可以帮助学生提高英语作文的内在逻辑性、说服力和语

篇意识。同时调查还显示，高年级英语专业的学生在已具有一定英语水平的基础上，

提高汉语写作能力可以提高他们英语作文的词汇丰富性，从而提高英语作文的质量。

该调查说明，已具有一定英语水平的高年级英语专业学生仍然可以受益于汉语写作能

力的提高以改善英语写作的质量。这给教学带来的启示是，在通过提高英语水平来提

高英语写作质量的同时，提高汉语写作能力也可以是一种有益的帮助。

关键词：汉语写作水平英语写作质量语言迁移修辞模式衔接手段

CONTENTS

ACKNOWLEDGEMENTS………………………………………………………...ⅰ

ABSTRACT…………………………………………………………………………ⅱ

摘要…………………………………………………………………………………..ⅳ

LIST OF TABLES AND FIGURES………………………………………………..ⅷ

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

§1.1 Background of the Research…………………………………………………..1

§1.2 Overview of the Thesis………………………………………………………...3

Chapter Two Literature Review…………………………………………………….5

§2.1 Terminology of Language Transfer……………………………………………5

§2.1.1 Definition of Language Transfer……………………………………….5

§2.1.2 Types of Language Transfer……………………………………………7

§2.2 Three Roles of Language Transfer…………………………………………10

§2.2.1 Negative Transfer and Contrastive Analysis Hypothesis……………..10

§2.2.2 Neutral Transfer and CC Hypothesis…………………………………12

§2.2.3 Positive Transfer and CUP Hypothesis……………………………….15

§2.3 Previous Researches Concerning the Influence of L1 on L2 Writing and

Limitations…………………………………………………………………………18

Chapter Three A Quantitative Study of Correlation between Chinese Writing

Proficiency and English Writing Quality…………………………………….… 21

§3.1 Research Design……………………………………………………….…… 21

§3.1.1 Purpose of the Research………………………………………………21

§3.1.2 Subjects……………………………………………………………….21

§3.1.3 Writing Tasks………………………………………………………….22

§3.2 Methodology…………………………………………………………………22

§3.2.1 T-unit………………………………………………………………….23

§3.2.2 The Toulmin Model...…………………………………………………23

§3.2.3 Thesis Statement and Topic Sentence…………………………………27

§3.2.4 Halliday and Hasan’s Cohesive Devices……………………………...29

§3.3 Procedures……………………………………………………………………34

§3.3.1 Data Collection………………………………………………………..34

§3.3.2 Sorting…………………………………………………………….…..35

§3.3.3 Data Analysis…………………………………………………………35

§3.3.4 Sample Analysis………………………………………………………37

Chapter Four Findings and Discussions…………………………………………..41

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§4.1 Findings………………………………………………………………………41

§4.1.1 Regarding the Whole Quality of Essays………………………………41

§4.1.2 Regarding the Thesis Statement and Topic Sentences………………..44

§4.1.3 Regarding the Cohesive Devices……………………………………..46

§4.2 Discussions…………………………………………………………………..55

§4.2.1 Correlation from the Perspective of Whole Quality………..…………55

§4.2.2 Correlation from the Perspective of Discourse Pattern……………….57

§4.2.3 Correlation from the Perspective of Cohesive Devices……………….59

Chapter Five Conclusion…………………………………………………………...62

§5.1 Summary……………………………………………………………………..62

§5.2 Implications…………………………………………………………………..64

§5.3 Limitations……………………………………………………………………66

AppendixⅠ….…………………...………………………………………………….68

AppendixⅡ..........................................................................................................…...69

AppendixⅢ..........................................................................................................…...70

Bibliography…………………………………………………………………………71

Publication…………………………………………………………………………..77

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摘要：

iiABSTRACTLanguagetransferhasbeenacentralissueinsecondlanguageacquisition.FirstlanguageinfluenceinL2writing,whichisanimportantissueofsecondlanguagelearning,hasalwaysbeencontroversial.WiththedeeperresearchonL1languageinfluence,theroleofL1inL2writinghasbeenvieweddifferently.InspiredbythetheoryofCommon...

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