【作者】 刘火泉；

【导师】 唐高元；

【作者基本信息】 广西师范大学 ， 英语语言文学， 2007， 硕士

【摘要】 大学英语四、六级考试统计结果显示,非英语专业学生写作能力普遍低于其他语言能力,没有达到大学英语教学大纲规定的基本写作要求。这主要因为在传统形式主义语法指导下,学生缺乏篇章语言学知识,往往采取自上而下的单一写作思维方式,想到一句写一句,缺乏宏观构建篇章能力。从主位结构和主位推进角度考虑,大学英语作文普遍存在以下严重问题,如文不对题、主位推进模式使用不当、缺乏衔接和谐、逻辑思维紊乱、缺乏句型多样化和句子长短的灵活变化、语域或语类不连贯等。系统功能语法的创立者韩礼德认为,他建立系统功能语法的目的就是为篇章分析提供一个理论框架,它涉及篇章生产的全部内在有机参数和语境、语类、甚至意识形态等外部参数。本文从主位结构的视角,提出八种主位推进的模式,通过相关个案研究探讨它们在促进大学英语写作的衔接与连贯方面发挥的巨大作用。本文还论述了影响语篇连贯的决定因素,分别是衔接和谐、语篇(或信息)发展的方法、语域连贯和语类连贯,指出衔接串、衔接链决定语篇的衔接和谐;主位述位、新信息旧信息决定语篇的发展方式;语域一致、语类结构决定语篇的生成资源模式。大学英语写作中须围绕主位选择和主位推进综合运用上述连贯策略。本文主要结合主述位结构理论、主位推进理论和语篇衔接与连贯理论,通过对真实语篇的个案研究,探讨语篇宏观层面和微观层面的衔接与连贯关系,针对大学英语作文中普遍存在的严重问题本文假设了如下指导原则和应用方法:1、主位选择不仅是组句过程,还是谋篇过程。从篇章的结构图式考虑主位的选择应该有利于形成适当的篇章策略连续体;2、多重主位彰显篇章内部句际的逻辑语义关系。概念主位之前的人际主位、篇章主位和主位推进把句内的主位与信息资源和句际的逻辑语义关系有机地交织在一起,促进篇章的整体连贯;3、层级分明的篇章主位、段落主位、句子主位与篇章述位、段落述位、句子述位交相辉映,相互作用,保证作文切入主题。我们写作中先要构想文章的整体架构,保证语篇有正常的语类结构,再利用大话题与小话题之间的包容关系构建全篇的内容;4、主位推进的应用应该促进语域连贯、语类连贯。在作者看来语域一致、语类结构决定语篇生成资源的模式。语域一致主要指:语篇要有正常的语篇结构图式;整段话有一个中心话题能包容所有小话题,这个大话题就是读者把全篇内容置入其中的认知框架。至于语类结构,老师应该帮助学生区别和内化常见语篇类型,如叙事文、描述文、说明文和议论文;5、主位推进帮助克服逻辑思维紊乱。老师应该指导学生将“自上而下”思维模式与“自下而上”思维模式结合,充分利用主位推进增强语篇内部的有机语义联系,克服想到哪儿写到哪儿的不良习惯,使文章中心突出,大小话题协调配合,促进语篇衔接连贯;6、标记主位和多重主位的使用预示句型多样化和句子长短变化。标记主位不仅起衔接和修辞作用,还传达特殊涵义。篇章主位和人际主位除了增强篇章局部和整体衔接与连贯,还各自发挥自己的篇章功能和人际功能。语篇分析证明上述理论和解决问题语篇的手段对指导大学英语写作极具理论意义,对解决大学英语写作连贯方面的诸多棘手问题极具应用价值;因此,一方面他们可以为大学英语写作教学提供切实有效的指导原则和启示,另一方面大学英语学生在日常写作训练乃至考试现场写作中也可以直接吸收和应用这些理论和方法直接取得意想不到的丰硕成果。当然,许多大学英语教师对系统功能语法还很陌生,绝大多数大学英语学生更是对此一无所知,有关研究还有很长的路要走,而且上述理论与方法不能穷尽所有大学英语写作问题。但是研究结果证明它们确实对解决本文提及的各种大学英语写作问题行之有效,而且操作性较强。本文旨在抛砖引玉,一方面为大学英语写作教学提供必要的理论指导和现实方法;另一方面努力从根本上改变大学英语写作的传统思维方式,直接让大学英语学生取得现实收益。更多还原

【Abstract】 The statistics of the results of CET-4/-6 indicate that most college English students’writing ability is inferior to the other language abilities and fails to reach the required basic writing level prescribed by the College English Syllabus. This is mainly owed to the fact that, under the guidance of the traditional formalism, college English students generally lack the knowledge of text linguistics. They tend to adopt the bottom-up thinking way, write sentence by sentence in a linear sequence and fail to plan the composition’s global schematic structure. As a consequence, from the perspectives of Thematic Structure and Thematic Progression, their compositions are filled with such serious problems as straying away from the point, inappropriate use of Thematic Progression pattern(s), illogical and disordered thread of thought, lack of cohesive harmony, lack of manifestation of the explicit logico-semantic relations, lack of variety of sentence patterns and flexible length of sentences, registerial incoherence and generic incoherence.The founder of Systemic Functional Grammar, Halliday (1994: XV) thinks the purpose of building up the SFG is to provide a theoretical framework for textual analysis. It involves all the text’s internal organic indexes of language and such external indexes as context, genre, even ideology associated with language production. It proves that SFG has not only great theoretical significance but also great applicable value in guiding the teaching and learning of college English writing. However, many college English teachers haven’t known much about SFG. The absolute majority of college English students have even known less. It is evident that the traditional formalism has deeply rooted in college English teaching and learning. All English teachers have the obligation to contribute to diffusing and applying SFG into the teaching and learning of college English writing and greatly improve college English students’writing level.This thesis mainly integrates the theories of Thematic Structure and Thematic Progression with the text coherence theories, explores the fundamental factors that influence texts’macro-coherence and micro-coherence, which can be summarized as follows: cohesive strings and cohesive chains determine texts’cohesive harmony; Theme-Rheme and Given·New determine texts’method of development / point; registerial consistency and generic structure determine the mode of text-forming resources. All the above-mentioned factors interweaving and interacting determine texts’overall cohesion and coherence.Through case studies and integrating the related theories like Thematic Structure, Thematic Progression and textual cohesion and coherence, this thesis creatively comes up with the following feasible and practical solutions with respect to the common college English writing problems, which turn out to be the most effective cures and the most significant guidelines worth diffusing and applying into college English writing teaching and leaning.(i) Thematisation (the choice of Theme) is not only a clausal process but also a discoursal process. In light of the text’s schematic structure, thematisation should benefit forming appropriate text strategic continuity(-ies).(ii) Multiple Theme manifests intersentential logico-semantic relations in a text. The combination of Multiple Theme and thematic progression brings the intrasentential resources of THEME and INFORMATION into the picture alongside the intersentential resources of cohesion. All contributes to CET writing’s cohesion and coherence.(iii)Interacting and interweaving hierarchical Themes and Rhemes guarantee sticking to the point. A paragraph, even a passage always has its schematic structure, in which there exist predictive relations among the macro-Theme, hyper-Themes and clause Themes, while cumulative relations exist among the macro-New, hyper-News and clause News. So in the course of writing, we’d better first conceive the text’s global schematic structure, then make full use of the predictive relations among the three hierarchical Themes to construct the whole content of the text.(iv) Thematic progression must benefit registerial coherence and generic coherence. Pseudo-coherence or non-coherence fails to form registerial or generic coherence. In my view, register consistency and generic structure determine the mode of text-forming resources. Register consistency mainly refers to: a) the text has a normal schematic structure; b) the text has a macro-topic, which predicts all sub-topics. The macro-topic is the cognitive framework in which all the content of the text can be contained. As to generic structure, the teacher should help the students distinguish and internalize the most common text types, such as narration, description, exposition and argumentation.(v) Thematic Progression helps the author eliminate illogical and disordered thread of thought. Some English compositions violate the principle of‘unity’, which is a big“taboo”in writing. The teacher should instruct the students to make full use of thematic progression to strengthen texts’internal organic semantic relations to get over mental blocks, make the central idea outstanding, coordinate the macro-topic and subtopics and improve the text’s cohesion and coherence.(vi) The use of marked Theme and multiple Theme predicts variety of sentences and flexible length of sentences. Marked Theme not only plays a cohesive and rhetoric role but also conveys special implication. Textual Theme and Interpersonal Theme preceding Experiential Theme not only strengthen local and even global coherence of the text but also play their own textual and interpersonal role.In all, these improvement techniques not only are essential remedies for these college English writing problems, but also play a key role in changing our traditional thinking way in college English writing: such as integrating the top-down thinking way with the bottom-up thinking way, shifting our focus on the final writing product towards focus on the writing process, strengthening texts’internal organic relations instead of achieving superficial cohesion or pseudo cohesion. Nevertheless, this thesis can’t exhaust all college English writing theories and techniques. It only attempts to cast a brick to attract jade and attempts to turn all the mentioned theories and writing techniques into real-time text production forces, supplies college English teachers and students with scientific guidance and enlightenment, calls on the students to intentionally and willingly absorb and adopt them and directly benefit from it.更多还原