【作者】 陈颖；

【导师】 陈冠英；

【作者基本信息】 西北师范大学 ， 英语语言文学， 2002， 硕士

【摘要】 衔接是篇章语言学中的一个重要概念。在英语语篇中，衔接起着举足轻重的作用。然而，在中国的英语写作教学中，衔接的重要性却未引起人们足够的重视。一份调查结果表明，英语专业高年级学生作文中的许多不足之处都是由于文章缺乏衔接而导致的。 衔接一直以来都是语言学家们关注的焦点。语言学家和研究者们认为，衔接是创建连贯英语语篇不可缺少的条件。有关衔接的研究具有以下几大特点：(1)大多数研究探讨的是衔接对读者，而不是对写作者的影响；(2)语言学家们更多关注的是构建衔接的理论框架，而不是衔接的实际应用；(3)大多数研究都未采用实验的手段；(4)以中国的英语学习者为研究对象的成果寥寥无几。针对以上特点，笔者决定采用实验的手段，试图探索应用衔接理论改进中国英语专业高年级写作现状的教学方法，以期为英语写作教学的改革提供可参考的数据。本研究以韩礼德和哈桑的衔接理论为立论依据，这一理论对于理解和教授衔接有着深远的影响。韩礼德和哈桑认为，衔接是指将语篇连成一个有机整体的句子之间的语义联系。他们指出，衔接通过指称，替代、省略、连接、词汇手段得以实现。 本研究的目的在于探究：(1)在英语专业高年级写作课上，能否教授衔接的相关知识?(2)用怎样的教学方法能有效地达到教授衔接知识的目的?(3)衔接知识的教授是否有助于写作成绩的提高?在本研究中，受试者为英语专业三年级学生。在实验班，除了过程教学法之外、教师还运用教授衔接知识这一手段来提高学生的写作能力；在控制班，只用过程教学法来教授写作课。两个班的练习数量基本相等，但练习的侧重点不同：控制班侧重于写作技巧、结构等；实验班则侧重于文章的衔接方面。每个班都完成了6篇作文，其中第一篇(前测)、第三篇(第三稿和第四稿)及最后一篇(后测)作文分别由四位经验丰富的教师按照全国英语专业四级考试的写作评分标准单独批改。SPSS软件包用来计算所有的数据。所收集的数据用独立样本t-检验和个案研究两种方法，从宏观和微观两个角度进行分析。首先，用t-检验分析两个班学生在前测，后测，第三稿和第四稿所得的作文总分。检测结 AnEmplncalStudyontheAppIlcatlono1CoheslonTheory In lmprovingwrltinghachng In Advanced Enghsb MNors’Context果显示，在实验开始前，实验班和控制班的作文平均分不存在统计意义上的差异（P＞．005）；而在实验结束时，两个班的平均分存在差异：实验班的成绩显著高于控制班（p＜．005，且算出的t值小于t值表中给定的值）．此结果表明，在其它的变量得到控制的情况下，对衔接知识的讲解成为促进作文分数提高的因素之一；为了使这一结果更具 民力，笔者又对两个班随机抽样的作文进行了个案研究，其结果进一步表明，学生的进步与其在作文中使用的衔接手段有密切关系。这是由于衔接手段的运用更加清晰地表达了作者的思想，增强了文章的连贯性，从而使得读者更为容易、准确地把握、理解作者的意图。 t一检验及个案研究的结果共同表明，学习了衔接知识后，实验班的作文成绩提高显著。其进步的原因可归纳为以下几方面：（I）对衔接的学习使得学生更多地从读者的角度考虑如何清晰表意；（2）运用衔接知识成为学生修改作文的策略之一；（3）衔接知识的应用提高了同伴订正活动的效率。本研究的结论是：在荚语专业高年级的写作课上教授衔接理论、知识是提高学生写作能力的有效途径之一。本结论在以下几方面为英语写作教学的促进和改革提供了重要的启示：（l）它提供了一个认识写作过程的全新角度；（2）提供了一个操作性较强的教授写作的教学方法；（3）提供了具体、可行的教学步骤；（4）对写作教材编写有一定的启示作用。更多还原

【Abstract】 Cohesion, a crucial notion in text linguistics, is an important construct in English texts. However, cohesion has long been neglected in English writing teaching in China. A questionnaire investigation revealed that lack of cohesion is the feature appearing to cover a large number of perceived weaknesses in advanced English majors’ compositions.Cohesion has drawn much of linguists’ attention. Linguists and researchers agree that cohesion is an indispensable condition for the creation of a coherent English text. There are some characteristic features about the relevant studies: (a) most of the researches on cohesion have been directed on its effects on the reader instead of on the writer; (b) the linguists are mainly concerned with establishing theoretical models for cohesion, and few tried to teach cohesion in classroom for its practical usage; (c) experiment was not conducted in most of the studies; (d) very few studies were aimed at Chinese English learners. Taking these features into account, the author decided to engage an empirical study to try to improve writing teaching in Chinese advanced English majors’ context, and it is expected that this study will provide reference data for the pedagogical reform of English writing course. Halliday and Hasan’s cohesion theory, which has had a major impact on the understanding and the teaching of cohesion, was employed in the present study. According to them, cohesion refers to the semantic relations between sentences by which a text is bound together as a unified whole; besides, they explicate that cohesion is created by five important devices: reference, substitution, ellipsis, conjunction and lexical organization.This study was designed to explore: (a) whether cohesion is teachable in AEMs1 composition class; (b) what procedures are effective if cohesion is teachable; (c) whether the teaching of cohesion contributes to the improved writing performance. In this study, junior English majors in the experimental class (EC) were taught cohesion in addition to a process method, while the students in the control class (CC) were taught through only aprocess method. Both classes did almost the same amount of exercises, but with different focus: the CC focused on writing skills, structures, etc.. while the EC on textual cohesion. Each class wrote six papers, and the first (pretest), the third (Draft 3 and Draft 4) and the last papers (posttest) were rated by four experienced teachers independently with the rating scale for the writing item in TEM4. The SPSS procedure was used to do the calculations. First, t-test was employed to make a general examination on the overall quality of the pretest, posttest, Draft 3 and Draft 4 in both classes. The results of the t-tests demonstrated the EC and the CC did not differ from each other significantly at the beginning of the experiment (p>.005), but they did differ statistically at the end of the experiment (p< .005, and the observed t < the given t). This result indicated, with all the other variables controlled, the instruction on cohesion facilitated the progress by the students in the EC; to make the result more reliable, a case study was undertaken to make a specific examination on the use of cohesion. The analysis on the randomly selected papers in the two classes further showed that the EC’s improvement could be attributed to the use of cohesive features which reinforced the textual meaning, made the papers coherent, thus, enabled the readers to interpret the papers easily and correctly.The results of the t-tests and the case study reinforced each other, suggesting that the EC students make improved performance in their papers after the instruction on cohesion. The students’ success can be attributed to a number of factors: (a) teaching the students cohesion made them more sensitive to the reader’s needs; (b) the knowledge of cohesion helped the students in their revising process; (c) teaching the students cohesion facilitated their peer editing activity. The findings demonstrate that teaching cohesion to advance更多还原