摘要
基于Halliday&Hasan的语篇衔接理论,采用语言学中的统计方法,调查学生和教师在大学英语写作教学中运用语篇衔接手段的现状。结果发现,学生对语篇衔接手段的了解情况与实际使用情况直接相关;教师对语篇衔接知识的重视度不够,在教学中的讲解贯彻度不高;教材等教学资源对语篇衔接的相关知识体现不足。建议从教师、学生、教材等多维度重视语篇衔接理论,以提升学生写作的逻辑性和严密性。
Based on the textual cohesion theorized by Halliday Hasan,an investigation on the application of textual cohesion in teaching and learning English writing is carried out by using linguistic statistic methods. The result indicates： it is often a positive correlation between the frequency of students＇use of the textual cohesion means and their degree of familiarity with them; the teaching of the knowledge of textual cohesion in the English writing turns out to lack of sufficient attention. Accordingly,we recommend that multi-dimensional attention to the importance of textual knowledge to writing in English could be paid.
作者
黄剑
HUANG Jian(School of Foreign Languages, Nanchang University, Nanchang, Jiangxi 330031, China)
出处
《江西师范大学学报（哲学社会科学版）》
CSSCI
北大核心
2016年第5期135-139,共5页
Journal of Jiangxi Normal University(Philosophy and Social Sciences Edition)
基金
江西省教育科学"十三五"规划2016年重点课题"清末民国中小学英语教科书及对当代启示研究"(编号:16ZD005)
南昌大学2015年校级教改课题"学术英语课程实践与改革研究--以医学类院校为例"(编号:NCUJGLX-15-1-78)
关键词
语篇
衔接理论
英语写作
text
cohesion theory
English writing
