【作者】 杨晨；

【导师】 刘静；

【作者基本信息】 中国海洋大学 ， 外国语言学及应用语言学， 2009， 硕士

【摘要】 写作是外语学习的四大基本语言技能之一。近几年来,英语写作越来越受到广大学者们的热切关注。人们通过各种途径,从不同的角度对我国大学EFL写作学习、教学的方法和效果进行大量的研究。不同的研究结果表明目前中国非英语专业大学生的英语写作能力还是处在较低的水平,他们在语篇层面上的写作能力尤其欠佳。这主要是我国以成果教学法为主的传统英语写作教学模式过多强调词法和句法层面的知识而忽略了对语篇层面的关注,从而导致学生语篇层面上的写作能力欠缺。学生的英语写作即使没有严重的语法错误,整篇文章却词不达意,语意不连贯,这主要是由语篇错误引起的。语篇分析理论为英语写作教学开辟了新的视野。作为一门新兴学科,语篇分析研究对象主要是句子层面之上的语言的使用和构建。将语篇分析中的理论如篇章结构、衔接和连贯等运用到英语写作教学中可以在很大程度上促进学生英语写作能力的提高。许多英语教师以及科研人员对大学生英语写作中所出现的语篇错误和问题进行的研究大多局限于理论研究以及以定性研究为主的实证研究,以定量为主或以定量与定性研究相结合的研究比较缺乏。此外,在研究受试上,人们很少将写作能力优秀者与写作能力欠佳者进行区分性研究,从而不能很好的说明这两个不同写作水平群体在EFL写作语篇能力和语篇错误上的异同。针对这一现状,本研究主要围绕以下四个方面进行:1)国内中等院校非英语专业大学生EFL写作语篇能力的状况如何?2)国内中等院校非英语专业大学生在EFL写作中的主要语篇错误有哪些?3)大学英语写作成绩优秀者与写作成绩欠佳者的语篇错误有何不同之处?4)导致大学英语写作语篇错误的主要原因有哪些?研究以青岛理工大学和湖州师范学院非英语专业二年级四个班学生所撰写的八十篇作文为语料,从微观的语篇连贯与衔接和宏观的篇章结构方面进行语篇错误分析。分析结果表明我国大学生EFL作文的语篇错误数量还是比较多。英语写作成绩优秀者与英语写作成绩欠佳者的作文在语篇分析的宏观方面和微观方面的错误都有显著的差异。导致学生写作语篇错误产生的主要原因除了汉、英民族不同的思维模式差异的影响以及学生缺乏必要的语法知识和语言能力外,还主要包括传统英语写作教学对学生语篇能力培养的忽视和缺失上。因此,大学英语写作教学必须着眼于语篇的整体教学,通过对优秀范文的阅读和分析,提高学生的对语篇分析的认知和意识;更多的关注学生的英语写作语篇错误;通过存在语篇错误篇章的重组练习提高学生的语篇分析能力;并通过进行英汉经典篇章互译,对比英汉语篇模式上的差距等各种有效的教学途径和方式来提高学生语篇分析能力,减少EFL写作中的语篇错误。论文共分六个主要部分。首先是研究背景、研究的目的和意义的描述。第二章是对相关文献的回顾,主要探讨了语篇分析和错误分析的相关理论知识,并对已有的相关研究进行述评。第三章是研究的设计,介绍了研究的目的、受试、调查工具及数据收集等方面。第四章是对数据进行具体分析,并探究语篇错误产生的主要原因,是论文的中心部分。第五章提出了语篇错误分析的结果对大学英语写作教学的一些启示。最后一章是结论部分,回顾和总结了研究过程,指出了研究存在的不足并提出了促进相关研究的一些建议。更多还原

【Abstract】 Writing is one of the four fundamental skills of foreign language learning.In recent years,English writing has been causing an increasingly concern by many researchers.Through all kinds of approaches,people have conducted a lot of studies on China’s college students’ EFL writing and teaching method as well as its effect from various aspects.Results of different researches indicate that many college students’ English writing performance is still at a low level,especially,their discourse deficiency stands out.It is obvious that the traditional product-oriented EFL writing approach fails to solve such kinds of problems because it lays overemphasis on the aspects of lexicon and syntax,which leads to students’ insufficient writing competence at discourse level.It is common that students’ English writings,even those without serious grammatical errors or misspellings,impress on readers incoherence and illogicality,which mainly result from the errors at the discourse level. Discourse analysis theories bring new insights into the teaching of EFL writing.As a new branch of learning,the aims of the studies on discourse analysis is the structure and function of language in use,therefore,many theories such as discourse patterns, cohesion and coherence can be applied to EFL writing teaching so as to make great contribution to the enhancement of students’ EFL writing competence.Many English teachers and researchers have made a lot of studies on the problems or errors made by the college students in their EFL writings,but their studies are restricted in theoretical research or just based on qualitative empirical study,empirical studies that are based on quantitative research or combining quantitative and qualitative research are relatively rare.In addition,on the aspect of subjects,the previous researches seldom distinguish the successful writers form the poor ones,thus they can not account clearly for the differences of discourse competence and errors in EFL writings of these two different writing level groups.In the light of this situation,the present study will be carried out mainly from the four aspects below:1) What is the situation of intermediate college non-English major students’ EFL writing proficiency at discourse level? 2) What are the main errors of intermediate college non-English major students’ EFL writing at discourse level? 3) What are the major differences of errors at discourse level in EFL writing between successful and unsuccessful student writers? 4) What are the major causes for the errors?The samples involved in the thesis are 80 pieces of EFL writings by 80 sophomores in four different classes of Qingdao Technological University and Huzhou Teacher College.The errors concerning discourse are identified at both micro-level and macro-level.The micro-level refers to the cohesion errors and the macro-level the text structure errors.The results of the analysis indicate that there are relatively abundant errors or problems in Chinese students’ EFL writings.There are significant differences on discourse errors between successful writers’ writings and unsuccessful writers’ writings on both macro-level and micro-level.The major reasons that cause discourse errors in students’ writings include different thought patterns of the nations of English and Chinese,students’ insufficient of linguistic competence,and the lacking and neglect of culturing students’ discourse competence in writing teaching.So college English writing teaching must be aiming at the whole discourse of a composition.Teaching measures include strengthening students’ cognition and awareness of discourse analysis by reading and analyzing of model texts;paying more attention to discourse problems in writing checking;practicing reorganization of a scrambled text or paragraph;doing Chinese-English translation and comparing the differences of the two languages’ discourse patterns.All kinds of effective approaches should be applied to enhance students’ competence of discourse analysis so as to decrease discourse errors in their EFL writings.The thesis consists of six chapters.Chapter One is a brief description of background;purpose and significance of the study.Chapter Two is literature review. Three is the research methodology.It deals with the purpose,subjects,instruments and data collection.Chapter Four presents a detailed analysis of the discourse errors found in the samples and detects their possible sources.Chapter Five considers the implications for college English writing teaching.Then the conclusion part draws an outline of the whole study,points out deficiencies of the research and·gives suggestions for future research.更多还原