中西逻辑差异对大学英语写作语篇连贯的影响

发布时间：2021-06-27 13:05

　　写作是语言学习中一项重要的内容也是语言学习者必备的一项基本技能。语篇连贯是语篇评价不可忽视的一项。韩立德和哈桑《语篇的衔接（1976）》的出现让越来越多语言学家和教育工作者开始关注并研究连贯理论对外语教学的影响。而作为外语教学中一项重要环节,写作与其联系最为紧密。如今,很多的写作教程只是重视提高学习者对各种衔接手段的掌握。然而,干扰英语写作语篇连贯的因素有很多,其中中西逻辑差异对大学英语写作语篇连贯的影响越来凸显。本文以中国石油大学（华东）学生所撰写的300篇作文为语料,从逻辑衔接手段、主位推进及宏观结构的的角度来分析作文中的逻辑连贯错误,并进行归类,意在通过从这三方面分析大学生英语作文中的逻辑连贯错误,来验证和应用写作中的连贯理论,从而得到一些启迪。结果表明,逻辑连贯错误主要存在于语篇逻辑衔接手段和主述位结构两方面,而这两方面的连贯错误是造成学生英文写作逻辑不连贯的主要因素。除这两方面以外,还有一些深层原因,比如学生本身语言能力、逻辑思维能力不足、母语的干扰,缺乏教师连贯理论的指导及学生对逻辑连贯的忽视或对该理论运用能力的不足。这些都对中国学习者的作文质量产生影响。因此,教师和学生都... 

【文章来源】：中国石油大学(华东)山东省 211工程院校 教育部直属院校

【文章页数】：76 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Contents
Introduction
Chapter One An Overview of Logic
    1.1 A Brief Introduction to Logic
        1.1.1 Definition of Logic
        1.1.2 Basic Theories about Logic
            1.1.2.1 Inference and Logical Form
            1.1.2.2 Propositional Logic
    1.2 Logic Discrepancy Between China and Western Countries
Chapter Two Discourse Coherence
    2.1 Definition of Coherence
    2.2 Cohesion
        2.2.1 Reference
        2.2.2 Substitution and Ellipsis
        2.2.3 Conjunction
        2.2.4 Lexical Cohesion
    2.3 Thematic Structure and Information Structure
    2.4 Macrostructure
Chapter Three Logic in Linguistics
    3.1 Logic and Language
        3.1.1 The Relationship Between Logic and Language
        3.1.2 Contrastive Analysis of Logics in Chinese and English
    3.2 Logic and Coherence
        3.2.1 Logical Connectors and Coherence
        3.2.2 Propositional Relativity and Coherence
Chapter Four Experiment Design and Data Processing
    4.1 Method
    4.2 Subjects
    4.3 Instruments
    4.4 Data Processing
    4.5 Data Analysis
        4.5.1 The Problems in Respect of Using Logical Connectors
        4.5.2 The Problems in Respect of the Thematic Progression
            4.5.2.1 No Connection with Any Progression Pattern
            4.5.2.2 The Unclear Relationship Between Themes
            4.5.2.3 Themes Carrying New Information
        4.5.3 The Problems in Respect of the Macrostructure
            4.5.3.1 No Macro-theme
            4.5.3.2 No Hyper-themes
            4.5.3.3 The Coherent Errors in Paragraphs with Hyper-themes: Inconsistency Between Hyper-themes and Their Supporting Details
    4.6 Research Results
        4.6.1 In Respect of Logical Connectors
        4.6.2 In Respect of the Thematic Progression
        4.6.3 In Respect of the Macrostructure
Chapter Five Discussion and Suggestions
    5.1 The Insufficiency of Students’Linguistic Competence and Logical Abilities
    5.2 The Influence of the Different Chinese-western Logical Coherence
        5.2.1 Differences of Logical Connectors Between Chinese and English
        5.2.2 Differences of Thematic Progression Between Chinese and English
        5.2.3 Macro-structure
    5.3 Problems in the Teaching of Writing
        5.3.1 The Deep Impact of the Traditional Teaching Method on the Teaching of Writing
        5.3.2 Teachers’Neglect of the Knowledge about Textual Cohesion
        5.3.3 Teachers’Neglect of the Knowledge about Logics
    5.4 Suggestions for Teachers and Learners
Conclusion
References
Appendix I
Appendix II
Acknowledgements


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期刊论文
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