高中生英语作文中衔接手段使用情况之研究

发布时间：2018-03-13 22:11

本文选题：高中英语写作　切入点：衔接　出处：《山西师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：随着社会与文化的快速发展,英语倍受人们的关注,所以学好英语也非常重要。不论是基础教育还是高等教育,英语都是必修的一门课程,而且在考试中所占的分值也很高,中考所占分值120分,高考所占分值150分,大学又有四、六级考试与专业四、八级考试。众所周知,语言的基本技能包括听、说、读、写、译五个方面,其中写作是最重要又最难的,而在考试中书面表达所占的分值也很高,因此把英语作文写好至关重要。对于高中生而言,学好英语不仅可以顺利通过高考,同时也能为大学及今后的工作打好坚定的基础。写作能力能够反映出一个学习者的思维模式、文化底蕴、认知水平和语言的组织与表达能力。但是,在我国对于大多数的高中生而言,写作是难以攻克的一个环节,其问题突出表现为:作文中出现了许多错误,包括语言表达方面的错误和思维方式方面的错误,其中语篇不连贯、前后文衔接松散、用词不够恰当准确、句子不够简练、连接词的使用错误等问题尤为严重。这些问题不仅仅困扰着学生,也困扰着英语教师。英语教师也想尽办法罗列错误、归纳错误并试图分析错误产生的原因,但最终还是存在着层出不穷的问题。针对以上问题,本文运用韩礼德的衔接理论分析了高中生英语作文中衔接手段的使用情况、常见错误及其导致的原因,最后给从事外语教学的老师提出了一些合理化的建议。本研究搜集整理了200名临汾一中高三年级学生的作文,以其为语料进行分析,试图回答以下问题:1.高中生在英语写作过程当中,偏向使用哪些衔接手段?2.高中生在使用衔接手段的过程当中,存在着哪些问题?3.导致高中生衔接手段使用不当的原因是什么?研究结果显示:学生偏向使用两种衔接手段即词汇衔接、指称,忽略了替代、省略、连接的衔接手段。偏向使用的这两项衔接手段与其他衔接手段相比,对作文质量的贡献也更为突出。而在使用这些衔接手段的过程中,出现的错误具体如下。词汇衔接方面:简单重复的现象比较多,而上下义词、概括词、同义词、近义词的使用相对较少;同时,词汇搭配错误较多,这是学生受母语负迁移的影响所导致的。指称方面:人称指称项目的指代错误、过度使用人称代词或用错人称代词。定冠词“the”的使用错误率较高,尤其是固定搭配和特指问题,因为汉语中没有与“the”完全对等的词语,因此受英汉差异的影响,学生容易出错。连接词的使用情况:例如“and,because,however,but,so”的连接词使用频率很高,多次重复,用词缺乏多样性。而相对高级的词汇“furthermore,as a result,in addition,therefore”这样的词语使用较少。再者,学生偏向使用短句,很少使用复合句,导致文章衔接不紧凑,显得结构相对松散。导致这些错误产生的主要原因是:首先,学生不具备使用衔接手段的意识;其次,受到母语负迁移的影响;还有,学生的词汇量缺乏,从而出现了某些词语重复使用的现象。因此,教师应当多次引导学生形成衔接意识,克服母语负迁移的影响,增加词汇量,平时还要要求学生多做相关练习,并进行互批互改,同时多次强调某些衔接手段的使用。
[Abstract]:With the rapid development of society and culture, people pay more attention to English, so English is very important. It is the basis of education or higher education, English is a compulsory course, and share in the exam scores are high, senior high school entrance examination for college entrance examination scores 120 points, total score of 150. The university has four, six exam and professional four, eight level of test. As everyone knows, the basic language skills including listening, reading, writing, translation, writing in five aspects, which is the most important and most difficult, and in the examination of written expression percentage scores are very high, so the English composition this is very important. For high school students, learning English can not only pass the college entrance examination, but also can lay a firm foundation for the University and the future work. The writing ability can reflect a learner's mode of thinking, culture, cognition and language organization With the ability to express. However, in our country, for the majority of high school students, writing is a difficult problem in the process, outstanding performance is: a lot of mistakes in the composition, including the language errors aspects of errors and ways of thinking, which is not a coherent discourse context, cohesion is loose, with words not exactly the right sentence, less concise, use error of connectives is particularly serious. These problems not only troubled students, also plagued English teachers. English teachers also try to list error, error analysis and induction attempt to produce the wrong reasons, but eventually there are problems emerge in an endless stream. In view of the above problems in this paper. The application of cohesion theory to Hallidy's analysis of the use of cohesive devices in English writing of senior high school students, common errors and the causes, finally to engage in foreign language teaching the teacher put forward Some reasonable suggestions. This study collected a grade 200 students in Linfen's composition, its data analysis, trying to answer the following questions: 1. high school students in the English writing process, which favored the use of cohesive devices? 2. high school students in the process of the use of cohesive devices, what problems exist in 3. high school students? What is the reason of the improper use of cohesive devices? Results show that students tend to use two types of cohesive devices: lexical cohesion, reference, ignoring the substitution, ellipsis, cohesion connection. The two bias of cohesive devices compared with other devices, the quality of composition contributed more outstanding. In the course of using these devices, the error as follows. Lexical cohesion: simple repetition of the phenomenon more, and hyponymy, general words, synonyms, synonyms. For a relatively small; at the same time, the collocation errors are more, the students are influenced by negative transfer caused. Reference: personal reference items refer to the error, the excessive use of personal pronouns or wrong personal pronouns. The use of definite article "the" the error rate is high, especially fixed collocation and problems. Because not in Chinese and "the" equivalent words, so affected by the differences between English and Chinese, students often make mistakes. The use of connectives: such as "and, because, however, but, so" conjunctive use frequency is very high, repeatedly, lack of diversity and relatively advanced vocabulary words. "Furthermore, as a result, in addition, therefore" such words are rarely used. Moreover, students tend to use short sentences, complex sentences are rarely used, that the convergence is not compact, relatively loose structure. The main cause of these errors Reason is: first, students do not have to use cohesion consciousness; secondly, affected by the negative transfer of mother tongue; and students' lack of vocabulary, thus appeared the phenomenon of repeated use of certain words. Therefore, teachers should guide students to form multiple cohesion consciousness, overcome the influence of negative transfer of mother tongue, increase vocabulary, usually have to ask students to do more exercises, and each group of each change, use at the same time some repeatedly stressed cohesive devices.

【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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