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语篇功能理论下的大学英语写作分析

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2016-05-26编辑:lgg点击率:8507

论文字数:37283论文编号:org201605181626599934语种:中文 Chinese地区:中国价格:$ 33

关键词:大学英语论文主位结构主位推进模式大学英语写作

摘要:本文是大学英语论文,通过汇总分析,发现主位结构和主位推进模式在不同分值作文中存在巨大差异,且其差异直接影响作文的最终分数。从而得出语篇功能理论对大学英语写作有指导意义。

Chapter 1   Introduction

1.1 Background and Significance of the Study
At present, English has played an important role in our work and life. Speaking and Listening is not enough for some students and other English learners, while writing can directly reflect one’s integrated grasp of the language. As we need to express our opinion clearly  with  this  foreign  language,  we  have  to  know  how  to  organize  the  text  with English thinking mode. However, for most Chinese students, even though they have rich vocabulary and a good mastery of grammar, it is still difficult for them to organize a text systematically  and  logically.  The  connections  between  sentences  are  not  proper  which makes the whole article look unnatural and loose. For teachers, they also think that how to  teach  students  to  write  well  is  a  tough  problem.  Both  teachers  and  students  regard writing the most difficult language skill to be improved.  Many  researches  have  been  done  to  find  the  effective  way  of  teaching  English writing. During the research, we find that most teachers still use the traditional teaching method which emphasizes the fixed sentence form. They spend much time analyzing the composition model and ask students to recite it. They break the text into some pieces and choose  some  important  words  and  phase,  called  language  points.  With  this  method students just learn some good phrases or words for writing, but they are still not able to organize  the  text  using  the  words.  Firstly, the teacher does not tell the students how to think about one topic so that they can’t cultivate their mind when it is needed to express one’s idea. When teachers judge the composition, they pay more attention to the spelling, grammar. Secondly, the writing teaching still stays at the sentence level, neglecting the organization  of  the  whole  text,  the  semantic  transformation  within  the  text  and  other textual  features  and  the  global  understanding  of  the  text.  This  phenomenon  is  very common in China. What’s more, college students just learn English for the first two years during which they incline to reading, speaking or listening. Just when the CET4 or CET6 is drawing near, they will try to practice writing for several weeks. So it is urgent to find the proper method to improve college student’s writing skill effectively and promptly.  
...........

1.2 The Methodology of Empirical Study
As we want to illustrate the benefit of textual theory to the college English writing, we  have  to  prove  it  by  specific  data.  The  compositions  from  CET4  Examination Committee have been judged with strict and correct criteria, so we choose them as the corpus. As we know the full point is 15, the committee classifies the compositions into five degrees which are 2 points, 5 points, 8 points, 11 points, and 14 points. The content of 2 points composi论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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