中美高中生入读美国大学申请书中的语法衔接手段使用对比分析

发布时间：2018-02-09 09:55

本文关键词： 中美高中生语法衔接手段使用对比分析　出处：《重庆师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：近年来,部分国内高中生申请赴美继续本科学业。在激烈的入学竞争中,申请书起着至关重要的作用。目前国内语篇衔接手段研究极少对申请书展开,而中美写作对比研究中的衔接对比则主要关注大学生群体。有鉴于此,本研究聚焦中美高中生入读美国大学申请书中的语法衔接手段使用,以期对相关高中生和英语教师有所借鉴。本文研究取材自中国留美本科生论坛和美国大学申请探秘论坛的中美高中生各20篇申请书。研究对象为中国高三年级学生和美国12年级学生。研究问题如下:中美高中生指称、省略、替代和连接几种语法衔接手段的使用状况如何?他们在使用这些语法衔接手段上是否存在相似性和差异性?本文使用的研究方法有文献分析法、文本分析法、语料库方法和SPSS软件统计方法。通过统计中美高中生使用衔接手段的卡方值和P值以及高频词和低频词,旨在发现双方的相似性和差异性。研究结果显示:1)相似性——(1)指称手段方面,有7个词在双方文本中都未使用,分别为ours,yours,hers,theirs,identical,equal,likewise。指称的高频词和低频词以及选择排序呈现高度相似性。(2)关于替代和省略,双方都极少使用。(3)连接手段方面,标准频数最高的十个词有八个词都是一样的,分别是and,but,so,if,however,then,when和still。有25项连接词在双方文本中都没有出现。2)差异性——(1)指称使用方面,有8项词表现出了显著差异,分别为I,my,you,she,them,that,the和similarly。(2)替代和省略手段上未表现出显著差异。(3)连接使用方面,有4个连接词的使用表现出了显著差异,分别为as well,also,but和if。研究还发现,中国学生已经掌握了基本的和重要的核心衔接词,并能够有意识地在申请书中运用这些衔接手段但两国学生语法衔接词使用都存在问题。基于以上发现,笔者认为,教师在平时的英语教学中,特别是在教授语法衔接手段时,对于学生出现的语用不当现象应分门别类地对待,弄清楚语用不当的原因以便采取相应的教学策略以改进学生对英语语法衔接手段的使用。
[Abstract]:In recent years, some high school students in China have applied to go to the United States to continue their undergraduate studies. Applications play an important role in the fierce competition for admission. The contrastive study of cohesion in Chinese and American writing focuses on the college students. In view of this, the present study focuses on the use of grammatical cohesion devices in the applications of Chinese and American high school students to American universities. The purpose of this study is to draw lessons from relevant high school students and English teachers. This paper studies 20 applications of Chinese and American high school students drawn from the Chinese undergraduate Forum and the American University Application Forum. The subjects of this study are Chinese Senior three students. Students and 12th graders in the United States. The research questions are as follows: Chinese and American high school students refer to, How is the use of ellipsis, substitution and connection of several grammatical cohesion devices? Do they have similarities and differences in using these grammatical cohesive devices? The research methods used in this paper are literature analysis, text analysis, corpus method and SPSS software statistical method. The chi-square and P values of cohesive devices, high-frequency words and low-frequency words in Chinese and American high school students are analyzed. In order to find out the similarities and differences between the two sides, the results of the study show that there are seven words not used in both texts. Refer to high-frequency words and low-frequency words, and the order of choice shows high similarity. Regarding substitution and ellipsis, both sides seldom use the means of connection. Eight of the ten words with the highest standard frequency are all the same. There are 25 conjunctions in both texts that have no difference between them. (1) in referential use, there are 8 words that show significant differences. There were significant differences in the use of four connectives in substitution and ellipsis, as well as in the use of as wellwell so but and if. The study also found that there were no significant differences in the use of connectives. Chinese students have mastered basic and important core cohesive words and have been able to consciously use these cohesive devices in their applications. However, there are problems in the use of grammatical cohesion words in both countries. In ordinary English teaching, especially in teaching grammatical cohesive devices, teachers should deal with the phenomenon of pragmatic impropriety in different categories. In order to improve the students' use of English grammatical cohesive devices, we should find out the reasons of improper pragmatics and adopt corresponding teaching strategies.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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