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高中英语读后续写语篇衔接错误分析及其教学策略思考——以武汉市L中学为例 [2]

论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2024-05-09编辑:vicky点击率:225

论文字数:46666论文编号:org202404151132386739语种:英语 English地区:中国价格:$ 66

关键词:英语论文范文硕士论文题目

摘要:本文是一篇英语论文范文,本文以Halliday和Hasan的语篇衔接理论与Corder的错误分析理论为理论框架,以武汉市L中学高二年级A班和B班学生的一次考试中的100篇读后续写作文为样本,针对其中的语篇衔接手段的使用和使用错误进行研究。

nable to apply cohesive devices flexibly to their compositions,resulting in numerouscohesive errors.Teachers lack the awareness of textual cohesion in writing teaching.Instead,they tend to adopt traditional methods of teaching writing,focusing on explainingvocabulary,grammar knowledge,etc.,which fails to meet the requirements of Standards forstudents’English writing about textual cohesion.Based on all the reasons mentioned above,this study mainly adopts Halliday and Hasan’s textual cohesion theory and Corder’s erroranalysis theory as the theoretical foundation,collects 100 compositions from a test of ClassA and Class B of Grade two taught by the author’s internship supervisor in Wuhan L SeniorHigh School as research samples and supplements a questionnaire and an interview with teachers.The followings are the purposes of this study.Firstly,to explore the distribution ofthe use of cohesive devices in senior high school students’continuation task.Secondly,tofind out the distribution of cohesive errors and its error types in senior high school students’continuation task.Thirdly,to analyze the causes of cohesive errors in senior high schoolstudents’continuation task,put forward feasible teaching strategies and test them.

Chapter 2 Literature Review

2.1 Definitions of Key Concepts

The author defines the key concepts of text,cohesion and continuation task.

2.1.1 Text

Different scholars have different definitions of the concept of“text”.Halliday andHasan(1976)defined“text”as a paragraph of spoken or written language with arbitrarylength and complete semantics in Cohesion in English.Crystal(1985)believed that“text”refers to language fragments recorded for analysis and description,which can be written orspoken.Steiner and Veltmen(1988)defined“text”as the product of language activitiesencoded by words and transmitted by language,written language or symbols.HuangGuowen(1988)believed that“text”refers to a series of continuous short sentences orsentences,which can be a speech or a text.Hu Zhuanglin(1994)regarded a“text”as asemantically coherent and complete language that is not restricted by any syntactic rules.Whether spoken or written,it belongs to the category of“text”.According to scholars’definition of“text”,it can be seen that“text”refers to the whole language with completesemantics,and its forms include spoken and written language.This study is based on thereality of senior high school students’continuation task.The samples used in the study arewritten language,and their specific form is senior high school students’continuation task.

2.2 Theoretical Foundation

The author chooses textual cohesion theory and error analysis theory as the theoreticalfoundations of the study.

2.2.1 Textual Cohesion Theory

Halliday and Hasan believe that a text has a“textual mechanism”.The integrity of thetext reflects its textual mechanism,and cohesive devices can make the text reflect itsintegrity.According to Halliday and Hasan’s cohesion theory,cohesive devices can bedivided into two categories,namely grammatical cohesion based on grammatical relationsand lexical cohesion based on lexical relations.Grammatical cohesion includes Reference,substitution,ellipsis and conjunction,and lexical cohesion includes reiteration and collation.The two categories will be discussed in more detail as follows:

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