基于事件域认知模型理论视角下大学英语写作教学的实证研究

发布时间：2024-01-15 19:51

　　英语写作是英语学习者所需掌握的一项基本技能，是国内外学者一直关注的焦点。综观国内外外语写作研究，学者们主要从母语迁移、写作策略、衔接手段、主位推进及过程研究法等方面进行探讨。同时，当前的英语写作教学大多是通过培养学生的语词能力来提高其写作能力，导致了英语学习者在写作过程中过多重视语法、词汇的正确使用。虽前人研究取得一定的成果，但尚存在诸多不足。近年来，国内外不少学者已尝试运用认知语言学（简称CL）中的相关理论来解释外语教学，诸如原型范畴、认知参照点、隐喻观等，但在事件域认知模型理论（简称ECM）框架下对大学英语写作进行实证研究的成果尚还不多。 鉴于前人研究之不足，本文拟以CL为理论背景，以ECM为理论框架，通过定性和定量法对四川外国语大学30名非英语专业大二学生的英语写作进行实证研究，以期发现提高学生英语写作水平的有效方法。本文首先用CET-4试卷对90名学生测试，根据其成绩，选出英语综合水平相当的30名学生作为被试，并先对他们进行一次写作测试作为前测，之后以ECM理论为指导对他们进行三个月的写作教学，进而对他们再进行一次写作测试作为后测。最后通过SPSS16.0软件统计其相关数据，并...

【文章页数】：69 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Acknowledgements
Chapter One Introduction
    1.1 Research Background
    1.2 Research Objectives
    1.3 Research Rationale
    1.4 Layout of the Thesis
Chapter Two Literature Review
    2.1 Definition of Writing
    2.2 Previous Studies on the Teaching of College English Writing
        2.2.1 Two Writing Approaches
            2.2.1.1 Product Approach
            2.2.1.2 Process Approach
        2.2.2 Second Language Acquisition
            2.2.2.1 Transfer Studies on Writing
            2.2.2.2 Studies on Writing Strategies
        2.2.3 Systemic Functional Linguistics
            2.2.3.1 Cohesive Devices and College English Writing
            2.2.3.2 Thematic Progression and College English Writing
    2.3 Summary
Chapter Three Theoretical Framework: ECM
    3.1 Tenets of CL
    3.2 Theoretical Background of Event-domain Cognitive Model
    3.3 Event-domain Cognitive Model in the Process of English Writing
        3.3.1 Event-domain Cognitive Model in Theme Analysis
        3.3.2 Event-domain Cognitive Model in Thematic Organization
        3.3.3 Event-domain Cognitive Model in Syntactic Construction
    3.4 Summary
Chapter Four Methodology and Procedures
    4.1 Research Hypothesis
    4.2 Research Design
    4.3 Method
        4.3.1 Subjects
        4.3.2 Instrument
        4.3.3 Two Pre-tests and one Post-test
            4.3.3.1 Cet-4 Exercise
            4.3.3.2 Writing Test
        4.3.4 Procedures
Chapter Five Results and Discussion
    5.1 Results
    5.2 Discussion
        5.2.1 Analysis of the Significances Between the Pre-test and the Post-test
        5.2.2 Analysis of the Reasons Related to the Significant Differences
        5.2.3 General Discussion of the Research Hypothesis
            5.2.3.1 Discussion of Clear and Full Ideas in Theme Analysis under ECM
            5.2.3.2 Discussion of Coherence and Smoothness in Thematic Organization under ECM
            5.2.3.3 Discussion of Correctness and Richness in Syntactic Structures under ECM
    5.3 Summary
Chapter Six Conclusions
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations of the Research
References



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