【作者】 王萍；

【导师】 杨丰宁；

【作者基本信息】 天津大学 ， 外国语言学及应用语言学， 2009， 硕士

【摘要】 语篇的衔接与连贯是语言学中一个重要的研究领域,衔接是语篇的重要组成部分之一,是实现语篇连贯性的重要手段,也是组词成章的最常用形式。该领域引起了众多国内外语言学家广泛的研究兴趣,但是衔接手段在英语写作实际中的应用还需要进一步的研究。本文以Halliday和Hasan衔接理论为基础,即从指称、省略、连接和词汇衔接入手,对衔接手段逐步进行介绍。然后把Michael Hoey的词汇衔接模式引入大学英语写作当中,从语篇的不同层面和衔接的不同表现形式,研究语篇的衔接和连贯理论在英语写作方面所起的重要作用。作者采集了权威例证,对每一类型的衔接手段进行分析,并详细讨论了各种衔接手段的使用情况。写作是大学英语学习中较为困难的元素,语篇连贯性差是中国学生写作的主要弱点之一。衔接知识较为薄弱,很多学生不具备基本语篇衔接手段的应用能力,写出的作文主题不明确,语义不连贯,条理不清晰。教师常常会遇到学生作文中出现的各种各样的衔接手段错误,但只是发现错误,改正语法错误,而对衔接手段的使用情况缺乏足够的分析,对这些错误原因缺乏深入研究。作者对120名非英语专业大学生英语作文中语句衔接,即：照应、省略、连接、词汇衔接等方面做了实验调查。作者收集了大学生英语写作中最常见的衔接错误及错误类型,调查衔接手段在学生作文里的使用情况。通过对各种错误的揭示和描述可以帮助学生从衔接与连贯理论原则的角度探究语篇的连惯性,提高学生思考问题,分析问题的能力。使他们能更好的对语篇信息进行加工处理,从整体对语篇进行分析,了解句间关系。实验结果表明：大学生英语写作中的衔接手段的运用有明显差异。实验班的英语写作成绩明显高于对照班。中国大学生英语写作中的衔接,连贯和质量之间存在着显著关系。衔接手段的数量与连贯和作文质量呈显著正关系;衔接手段的错误使用与连贯和作文质量呈显著负关系。衔接手段的运用特别在英语写作方面具有明显的优势。作者分析了导致这些差异的原因,并提出解决问题的办法：教师应有意识地培养学生恰当运用各种衔接手段；加强衔接理论方面的知识；注重培养学生语篇分析的能力。本文最后对研究结果进行总结。更多还原

【Abstract】 Cohesion and coherence are two important terms in the study of text linguistics. Cohesion as one of the important components of a text, contributes much to the coherence of a text. And it has aroused the researching interests of many linguists and scholars at home and abroad but cohesive devices need further testing in English writing.Based on Halliday and Hasan’s theory of cohesion this thesis introduces reference, ellipsis, conjunctions and lexical cohesion respectively. Then it takes Michael Hoey’s Patterns of Lexis in Text into college students’English writing and studies the theory of cohesion and coherence and its important effect in English writing. The author gathers examples of authoritative works and analyzes these samples in detail and discuses application of cohesion in English writing.Writing is perceived as being the difficult element in English learning and it is a headache for Chinese college students. Textual coherence assumes the weakest role in students’writings. The problem is that the knowledge of cohesion is not sufficient. It is largely at the stage that students are defective at cohesive devices and defective producing coherent text. The theme of writing is not clear; meaning is not coherent and the article is badly-organized. Teachers often find a lot of errors in students’writings, but it is not enough. Teachers have not given sufficient study of the errors; some teachers neglect them; and some do not indicate how to deal with the errors properly.The author chooses 120 non-English major students as the target subject and makes a classroom experiment in reference, ellipsis, conjunctions and lexical cohesion. The author collects some common mistakes and types of errors and then makes some analyses of the data associating the investigation. Revealing and describing different types of errors can help students look into the textual coherence; enhance their ability of pondering and analyzing problems. They can deal with language information, analyze text from the whole and understand the relations between sentences.The results after teaching experiment show that cohesive devices are used differently in students’writings. The experimental class significantly outperformed the control class, which proves that cohesion theory has some positive impact on English writing. There is remarkable relationship among cohesion, coherence and quality. The quantity of cohesive devices and coherence are related with the quality of the writing. The more cohesive devices the students use in their writings, the higher quality they get. It means that there is a clear positive correlation between quantity of cohesion and writing success. The average writing scores are usually higher. The students’improper using cohesive devices make their writing have some defect. It goes without saying that cohesive devices have superiority in writing.The author analyzes the causes of errors and provides some solutions to the problems. They are:the teachers should consciously help students enhance awareness of cohesion theory; strengthen the textual teaching in writing class; guide students to analyze the structure and deal with text message. At last the author sums up the main points of the research.更多还原