| 英语写作一向是中国高校先生面对的困难之一。最近几年来，因为英语在中国的普遍普及，年夜量的中式英语成绩涌现在高校英语作文的语篇层面。本论文旨在对高校英语作文语篇层面的连接实际教授教养停止实证研究。在本论文中，笔者重要自创韩礼德和哈桑在1976年的作品英语的连接的连接实际，韩语论文网站，并联合毛病剖析和说话负迁徙实际对高校英语写作语篇层面的中式英语景象停止针对性的剖析研究。本论文中的试验对象为吉林年夜学本国语学院的43名2010级韩语系先生。在试验中，先生被分为两个班级（试验班21人，掌握班22人）。在笔者担负两班的英语教员时代，对试验班的先生停止对于连接实际教授教养和针对若何防止在语篇层面涌现中式英语停止慢慢讲授。在试验的进程中所安排的作文演习，作为本试验的根本资料以得出相干数据。最初经由过程试验设计中对两个班停止的试验前测和后侧成就的剖析，得出试验班成员在接收连接实际教授教养后成就优于掌握班成员的研究结论。经由过程对试验中所取得的数据停止剖析，笔者对高校英语作文语篇层面涌现的中式英语成因从中英语思想措施的分歧等方面停止研究剖析，并从中得出以下结论：中式英语多以对连接手腕的误用等措施涌现在语篇层面；汉语思想措施是招致语篇层面中式英语与涌现的缘由之一；针对高校英语语篇层面的中式英语成绩运用连接实际教授教养具有有用性和公道性。依据以上各方面的阐述，本实证研究的试验成绩得以答复。别的，联合对试验中设计的查询拜访问卷的研究剖析，笔者供给两点针对年夜学英语写作教授教养的建议：教授教养进程中进步评改先生作文的效力的需要性；高校英语教授教养中停止连接实际普及的需要性。 Abstract: English writing has always been one of the difficulties faced by mr.. In recent years, because of the widespread popularity of English in China, the amount of Chinese English proficiency in College English writing at the discourse level. The purpose of this paper is to discuss the practical teaching of College English composition at the textual level. In this paper, the author important Halliday and Hasan in 1976 book the English connection, connection is actual, and joint problems analysis and speak negative transfer of actual on discourse level in College English writing of Chinese English scene stop for the analysis and study of the internally generated. In this thesis, the subjects of the study are 2010 students from 43 grade Korean majors in the University of Jilin. In the experiment, Mr. was divided into two classes (21 classes, 22 classes). In my responsible for two classes of English teacher era. In the experimental class, stop about connecting the actual teaching and for how to prevent at the discourse level, the emergence of Chinglish gradually stop teaching. In the process of testing the composition exercise, as the basic data of this experiment to obtain the relevant data. At first, through the analysis of the test and the back side of the two classes in the process of test design, it is concluded that the members of the experimental class are better than the control group after receiving the actual teaching. Through the test data analysis, the author of College English writing discourse level emerging causes of Chinglish from the English way of thinking differences to carry on the research analysis, and the obtained the following conclusions: Chinese English Multi to of connecting wrist error methods are emerging in the textual level; Chinese way of thinking is lead to discourse level Chinglish and emergence of one of the reasons, according to the level of College English discourse of Chinese English application connected to the actual teaching is useful and reasonable. According to the above description, the experimental results of this empirical study can be answered. Other United query to the test design of visit questionnaire research analysis, the authors offer two for learning English writing teaching suggestions: effect in the process of teaching progress Mr. correcting composition of the need; College English teaching stop actual popularization need connection. 目录: 内容提要 4-5 Synopsis 5-6 List of Abbreviations 7-8 List of Tables and Figures 8-14 Chapter 1 Introduction 14-17 1.1 Background of This Study 14-15 1.2. Purpose of the Study 15 1.3. Over Structure of This Study 15-17 Chapter Two Literature Review 17-32 2.1. General Review of Chinglish 17-20 2.1.1. The Definitions of Chinglish 17-18 2.1.2. The History of Chinglish’s Development 18-19 2.1.2.1. CPE (Chinese Pidgin English) 18 2.1.2.2. Chinese English 18-19 2.1.3. Chinglish and China English 19-20 2.2. Theories Related to SLA (Second Language Acquistion) 20-27 2.2.1. The Introduction to LT (Language Transfer) 20-22 2.2.1.1. The Definition of LT 20-21 2.2.1.2. Types of LT 21-22 2.2.1.2.1. Positive Transfer 21 2.2.1.2.2. Negative Transfer 21-22 2.2.2. The Introduction to Contrastive Analysis 22 2.2.3. The Introduction to EA (Error Analysis) 22-27 2.2.3.1. The Brief Review of EA 23 2.2.3.2. The Procedures of EA 23-26 2.2.3.3. The Achievements and Constraints of EA 26-27 2.3. Study on Chinglish at the Discourse Level of CEW by Employing EA 27-30 2.3.1. Identification of Errors and Chinglish in CEW 27-29 2.3.1.1. The Definitions of Error from CAand EA’s Perspectives 27-28 2.3.1.2. Error and Mistake 28 2.3.1.3. The Identification of Chinglish in CEW 28-29 2.3.2. The Classification of Chinglish 29-30 2.3.2.1. Chinglish at the Level of Substance 29 2.3.2.2. Chinglish at the Lexical Level 29-30 2.3.2.3. Chinglish at the Syntactical Level 30 2.4. The Study of the Relationship between the Culture, Language and Thought of Chinese and English 30-32 Chapter Three Theoretical Framework 32-54 3.1. DISCOURSE 32-33 3.1.1. The Definitions of Discourse 32-33 3.1.2. The Development of the Study of Discourse 33 3.2. ORIGIN OF COHESION 33-37 3.2.1. The Development of Cohesion theory 33-36 3.2.2. Definition of Coherence 36-37 3.3. Taxonomies of Cohesive Devises according to Halliday and Hasan (1976) 37-50 3.3.1. Reference 37-41 3.3.2. Substitution 41-44 3.3.3. Ellipsis 44-46 3.3.4. Conjunction 46-48 3.3.5. Lexical Cohesion 48-50 3.4. The General Review of the Previous Empirical Research on Discourse 50-54 3.4.1. Previous Researches Abroad 50-52 3.4.2. Previous Researches at Home 52-54 Chapter Four Research and Methodology 54-64 4.1. The Purpose of the Research 54 4.2. Research Questions 54 4.3. Research Design 54-60 4.3.1. The Subjects 54-55 4.3.2. Instruments 55-57 4.3.3 Teaching Methods 57-58 4.3.4. Teaching Process 58-60 4.4. Data Collection 60-64 4.4.1. Control Variable in the Research 60 4.4.2. Data Collection 60-61 4.4.3. Grading Scheme of the Rating 61-62 4.4.4. Coding 62-64 Chapter Five Analysis and Discussion 64-96 5.1. Data Analysis 64-91 5.1.1. Analysis of the Misuse of Cohesive Devices in Chinglish at the Sample Writing’Discourse Level 64-80 5.1.1.1. Grammatical Cohesive Devices 64-77 5.1.1.1.1. Reference 64-72 5.1.1.1.1.1. Personal Reference 65-69 5.1.1.1.1.2. Demonstrative Reference 69-71 5.1.1.1.1.3. Comparative Reference 71-72 5.1.1.1.2. Conjunction 72-77 5.1.1.2. Lexical Cohesion 77-80 5.1.1.2.1. General Nouns 78-79 5.1.1.2.2. Repetition 79 5.1.1.2.3. Collocation 79-80 5.1.2. Analysis of the Pretest and Posttest 80-87 5.1.2.1. Data Analysis of the Scores in the Pretest and Posttest 80-83 5.1.2.2. Data Analysis of Cohesive Devices Used in the Pretest and posttest 83-87 5.1.3. Analysis of Questionnaires 87-91 5.1.3.1. The Purpose of the Questionnaire Design 87 5.1.3.2. Data Analysis of the Questionnaires 87-90 5.1.3.3 A brief Summary of the Questionnaire 90-91 5.2. FINDINGS OF THE RESEARCH 91-94 5.2.1. The Findings about Chinglish Writing with Cohesive Devices 91-92 5.2.2. Possible causes of the Chinglish’s Formation at CEW’Discourse Level 92-94 5.3. The Answers to the Questions of the Research 94-96 Chapter Six Conclusion 96-102 6.1. Summary of the Whole Study 96-97 6.2. Implications of the Study 97-101 6.3. The Limitations of the Present Study 101-102 Bibliography 102-106 Appendix Ⅰ 106-108 Appendix Ⅱ 108-109 Appendix Ⅲ 109-112 Appendix Ⅳ 112-113 中文摘要 113-116 Abstract 116-120 Acknowledgements 120 |
