衔接理论在高中英语写作教学中的应用研究.docx

《衔接理论在高中英语写作教学中的应用研究.docx》由会员分享，可在线阅读，更多相关《衔接理论在高中英语写作教学中的应用研究.docx（85页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、The Application of Cohesion Theory toEnglish Writing Teaching in Senior High School衔接理论在高中英语写作教学中的应用研究A Dissertation Submitted tothe Graduate School of Henan Universityin Partial Fulfillment of the Requirementsfor the Degree ofMaster of EducationByLi YanjunSupervisor: Associate Prof. Wang XiaoweiSen

2、ior teacher Du JianjunJune, 2019AcknowledgementsI would like to thank all those who have given me their generous help, commitment and enthusiasm, which have been the major driving force to complete the current paper.Firstly, I am greatly appreciative to my supervisor, Wang Xiaowei, who has offered t

3、remendously help in my research design and how to write the thesis. Without his strict guidance and suggestion, I could not accomplish the thesis successfully.Secondly, I would like to express my gratitude to all other professors of School of Foreign Languages of Henan university whose lectures I ha

4、ve attended with great interest and I have got a lot of benefits from their lectures.Thirdly, sincere thanks should go to the students from both the experiment class and the control class. During the process of experiment, they actively work with me and gave me much help in daily English teaching.La

5、st but not least, my special thanks should be given to my parents and my friends who gave me valuable advice and their full support whenever I was in trouble. It is their help and encouragement that are the driving force to help me finish this paper.关于学位论文独创声明和学术诚信承诺本人向河南大学提出硕（博）士学位申请。本人郑重声明：所呈交的学位论

6、 文是本人在导师的指导下独立完成的，对所研究的课题有新的见解.据我所知， 除文中特别加以说明、标注和致谢的地方外，论文中不包括其他人已经发表或撰 写过的研究成果，也不包括其他人为获得任何教育、科研机构的学位或证书而使 用过的材料。与我一同工作的同事对本研究所做的任何贡献均已在论文中作了明 确的说明并表示了谢意。在此本人郑重承诺：所呈交的学位论文不存在舞弊作伪行为，文责自负。关于学位论文著作权使用授权书本人经河南大学审核批准授予硕（博）士学位。作为学位论文的作者，本人 完全了解并同意河南大学有关保留、使用学位论文的要求，即河南大学有权向国 家图书馆、科研信息机构、数据收集机构和本校图书馆等提供学

7、位论文（纸质文 本和电子文本）以供公众检索、查阅。本人授权河南大学出于宣扬、展览学校学 术发展和进行学术交流等目的，可以采取影印、缩印.扫描和拷贝等复制手段保 存、汇编学位论文（纸质文本和电子文本）。(涉及保密内容的学位论文在解密后适用本授权书）AbstractAs an important part of high school English teaching, English writing has a pivotal position in various English tests. The level of English writing can reflect students9

8、 ability of organizing thoughts and using language comprehensively. Teachers can clearly understand students9 real English level through English writing. Therefore, cultivating students9 English writing ability has an important effect on English teaching.However, some studies have found that the cur

9、rent situation of high school English writing in China is not optimistic. During the process of English writing teaching, teachers often attach importance to specific grammatical point or lexical point, neglecting discourse cohesion and coherence. At the same time, many students compositions always

10、apply templates mechanically, lacking cohesion and coherence. Therefore, this study aims to improve students9 awareness of discourse cohesion and enhance the coherence of writings by teaching cohesion theory to students in the class.The publication of the Cohesion in English written by Halliday and

11、Hasan (1976) marks the establishment of cohesion theory. Later, many scholars at home and abroad have made in-depth research on cohesion theory, which has promoted the development of cohesion theory. In addition, there are many scholars who apply cohesion theory to English teaching, but few studies

12、apply cohesion theory to English writing teaching in senior high schools and it is also rare to focus on the influence of cohesive devices on high school English writing teaching. In view of this, this study based on the cohesion theory of Halliday and Hasan (1976) aims to discuss the influence of t

13、he cohesive devices on English writing teaching, trying to help students strengthen the cohesion of their compositions and improve their English writinglevel. Therefore, the following two research questions are proposed in this study:(1) How does the application of cohesion theory in writing teachin

14、g affect the use of cohesive devices in senior high school students?(2) In what aspects does the application of cohesion theory in writing teaching improve students9 writing ability in senior high school?In order to explore these two questions, the author uses literature analysis method, experimenta

15、l method, questionnaire and comparative analysis method to analyze and elaborate the cohesion theory, the writing status of students and the teaching mode proposed in this study. The author takes two parallel classes in a high school in Xinmi City as research objects, and a four-month experiment is

16、conducted on two parallel classes. During the experiment, the experimental class adopts cohesion theory in English writing, especially focusing on the training of cohesive devices. The control class still adopts the previous teaching method. And questionnaire and test are used as research instrument

17、s.After the experiment, the author uses the software SPSS20.0 to analyze and discuss the collected data. The results show that before the experiment, most students are not familiar with cohesive devices, lack knowledge of cohesive theory, and often neglect discourse cohesion and coherence in the wri

18、ting process. But after the four-month training of cohesive devices in the experimental class, students9 awareness of cohesion and coherence in writing is greatly improved, and the use of cohesive devices has also become more balanced. At the same time, through the explanation and practice of cohesi

19、on, students9 English writing level and scores have been improved correspondingly. Students9 compositions become more organized and logical, which makes the whole article read more compact and coherent. Moreover, the use of lexical cohesive devices in students writing also enriches their vocabulary

20、to some extent.Key words: cohesion theory; cohesive devices; English writing teachingn摘要英语写作作为高中英语教学的重要组成部分，在各种英语测试中具有举足轻重的地 位。英语写作水平的高低能够反映学生组织思维和综合运用语言的能力，通过写作，教 师能够清楚地了解学生真实的英语水平。因此，培养学生英语写作能力对英语教学具有 重要影响。然而，有研宄发现，目前我国高中英语写作现状并不乐观。教师在英语写作教学中 往往重视语法和词汇，忽视语篇的衔接与连贯，同时许多学生的英语作文都是生搬硬套 模板，文章缺乏衔接性与连贯性。因

21、此，本研究旨在对学生进行语篇衔接与连贯的教学， 提高学生的语篇衔接意识，增强其作文的连贯性。韩礼德与哈桑于1976年出版的英语的衔接标志着衔接理论的诞生。之后，国 内外许多学者对衔接理论做出深入的研宄，推动了衔接理论的发展，此外，也有许多学 者将衔接理论应用到英语教学当中，但将衔接理论应用到高中英语写作教学中的研宄较 少，而且着重研宄衔接手段对高中英语写作教学的影响也很少见。鉴于此，本研宄以韩 礼德与哈桑（1976)的衔接理论为依据，着重探讨衔接手段对高中英语写作教学的影响， 试图将衔接理论应用到高中英语写作教学中，通过对各种衔接手段的讲解和练习，帮助 学生增强英语作文的衔接性，同时提高学生的

22、英语写作水平。据此，本研宄提出以下两 个研宄问题：(1) 衔接理论在写作教学中的应用，对高中生衔接手段的使用产生怎样的影响？(2) 衔接理论在写作教学中的应用，可以提高高中生哪些方面的写作能力？为了探索这两个问题，作者采用文献分析法、实验法、问卷调查法和比较分析法对语篇的衔接连贯理论、学生的写作现状、本研宄所提出的教学模式进行了分析和阐述， 把新密市某中学高一的两个平行班作为研宄对象，并且对两个平行班进行了为期四个月 的实验。其中实验班采用衔接理论对学生进行英语写作训练，尤其是衔接手段的训练， 控制班依旧采取先前的教学方法。作者以调查问卷和测试作为研宄工具。实验结束后，作者使用软件SPSS20

23、.0对收集的数据进行分析和讨论。数据结果显 示：在实验之前，大多数学生对衔接手段不了解，缺乏衔接理论的知识，并且在写作过 程中常常忽视语篇的衔接与连贯。通过对实验班为期四个月的衔接手段的训练后，学生in写作时的衔接与连贯意识有较大提高，在写作过程中倾向使用各种衔接手段促进文章的 连贯，而且各种衔接手段的使用比重也变得更加均衡。同时，通过衔接的讲解和练习， 学生的英语写作水平与成绩也得到相应的提高，学生的作文变得更有条理，更有逻辑性， 整篇文章读起来紧凑连贯，而且学生在写作中词汇衔接手段的使用，在一定程度上也丰 富了学生的词汇量。关键词：语篇衔接理论；衔接手段；英语写作教学ContentsAck

24、n owled gem en tsAbstractIw mChapter One Introduction11.1 The Background of the Study11.1.1 The Importance of English Writing11.1.2 The Requirements of New Curriculum Standards for High School EnglishWriting Teaching21.1.3 The Problems and Reasons of English Writing31.2 Purpose and Significance of t

25、he Study41.3 Research Methods of the Study61.4 Research Questions71.5 Structure of the Thesis7Chapter Two Literature Review92.1 Introduction of Cohesion and Its Development92.2 Previous Studies on Cohesion Theory in English Writing112.2.1 Previous Studies on Cohesion Theory in English Writing Abroad

26、112.2.2 Previous Studies on Cohesion Theory in English Writing At Home13Chapter Three Theoretical Framework173.1 Cohesion and Coherence173.1.1 The Definition of Cohesion173.1.2 The Definition of Coherence183.1.3 The Relation between Cohesion and Coherence193.2 Types of Cohesion213.2.1 Grammatical Co

27、hesion213.2.2 Lexical Cohesion26Chapter Four Research Design294.1 Research Hypotheses294.2 Research Subjects294.3 Research Instruments304.3.1 Questionnaires314.3.2 Tests314.4 Research Procedures324.4.1 Pre-Experiment334.4.2 During-Experiment334.4.3 Post-Experiment374.4.4 Teaching Sample in Experimen

28、tal Class37Chapter Five Data Analysis and Discussion435.1 The Analysis of the Questionnaires435.1.1 The Analysis of the Pre-questionnaire435.1.2 The Analysis of the Post-questionnaire455.1.3 The Comparison of Pre-questionnaire and Post-questionnaire475.2 The Analysis of the Tests505.2.1 The Comparis

29、on of Pre-test Between EC and CC505.2.2 The Comparison of Post-test Between EC and CC515.2.3 The Comparison of Pre-test and Post-test in EC535.2.4 The Comparison of Pre-test and Post-test in CC545.3 The Analysis of Cohesive Devices565.4 Discussion57Chapter Six Conclusion596.1 Major Findings596.2 Imp

30、lications of the Research616.3 Limitations of the Research62References65Appendix 169Appendix II71Appendix III72Appendix IV73vnChapter One Introduction1.1 The Background of the StudyIn recent years, English, as a medium of communication, plays an increasingly important role in the process of communic

31、ation and cooperation. For the sake of keeping up with the development of society, it has been increasingly demanding for the cultivation of high-level English talents, especially for English writing. In order to meet these requirements, various forms of English communication are constantly evolving

32、. Since the 1980s, many scholars have studied the development of second language from the perspective of “writing”. Writing is one of the important forms of exchange of thoughts, emotional expression, and cultural communication. As an important form of language output, writing not only reflects the

33、language level of language learners, but also reflects the learner9s emotional attitude and thinking quality (Zhang Mingfang, 2014). To make a good research, the author elaborates on the background of this thesis from three aspects: the importance of English writing, the requirements of the New Curr

34、iculum Standards for high school English writing teaching, and the problems and reasons of English writing.1.1.1 The Importance of English WritingSwain language output theory (1985) shows that output can motivate learners to deal with language more deeply than input. Swain (1995) also points out tha

35、t language output has three functions: it causes the learner to pay attention to the language form; it provides the function for the learner to test its hypothesis; and it promotes the learner conscious use of the target language for reflection. Therefore, “the importance of writing cannot beoveremp

36、hasized”（Wang Churning，2014:1).Writing as a basic skill in English teaching plays a significant role in foreign language teaching, and it always has been attached great importance in daily English teaching. Through English writing practice, teachers can fully understand the students9 true English le

37、vel and know the students9 shortcomings.What9s more, the cultivation of writing ability is also an important part in English teaching. Writing involves vocabulary, grammar, style, layout, and many other aspects of knowledge. Therefore, the improvement of writing level is essentially the overall impr

38、ovement of English level (Chen Tao, 2015). As we all know, writing has a considerable proportion in the English college entrance examination. The score of English writing is 25 points in the college entrance examination, accounting for 16.7% of the total score of 150 points. It can be seen that Engl

39、ish writing is of great importance to high school students.1.1.2 The Requirements of New Curriculum Standards for High School English Writing TeachingThe Curriculum Standard of English (2003) made it clear that the ability of senior high school students in English writing must meet the eight-level s

40、tandard: can write essays that are semantically coherent and structurally complete; write a summary according to the text; reach stylistic norms and smooth statements in writing; be able to write a short essay or report according to the information that provided in texts and charts. The “Description

41、 of the National Unified Examination Syllabus for General Higher Education Enrollment in 2011 promulgated by the Examination Center of the Ministry of Education set forth corresponding requirements for the writing of high school students: Candidates can express their writings according to the prompt

42、s, accurately use grammar and vocabulary, and express their own meaning clearly and coherently”. From the above two documents, it can be seen that English writing should not only lay the emphasis on the English writing teaching, but also pay moreattention to the cohesion and coherence of students9 e

43、xpression in English in the process of writing teaching.And in the new English Curriculum Standards of General High School, Ministry of Education points out that one of the purposes of the reform of the high school English curriculum is to establish a new teaching concept and further develop student

44、s9 English thinking habits and expression skills. Therefore, teachers should not only improve the students9 writing ability, but also pay attention to the fluency of the sentence, accurate terms, complete in contents, well-organized in the English composition.1.1.3 The Problems and Reasons of Englis

45、h WritingHowever, as a matter of fact, the present situation of the English writing in high school is worrying, and the ability of students in English writing is still at a relatively low level. Learners generally lack the guidance of special systems, which leads to the English writing level of most

46、 high school students is lower than the requirements of the new curriculum standard and outline. And according to the research, the author finds that at present the overall quality of high school students9 English writing is not high and they are weak in discourse cohesion and coherence (Wang Xiaoha

47、ng, 2014; Li Qiong, 2012). Domestic English writing teaching pays insufficient attention to text writing, and it does not pay attention to the coherence between language in writing and the improvement of overall text quality. So, up to now, the lack of coherence in article has become a common proble

48、m in high school students9 English composition writing. The organization and coherence of students5 compositions are generally weak and the consciousness of cohesion is poor.In the real writing class, teachers often adopt traditional teaching model: teacher propositionstudent writingteacher correction, which is “product approach”. Teachers always try to correct students9 spelling, grammatical errors appeared in discourse, but not paymore attention to the cohesion and coherence of text. In order to make students have a higher score in the exam, teach