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词汇衔接手段在初中英语写作中的应用研究 [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:2021-01-07编辑:vicky点击率:316

论文字数:38211论文编号:org202012291424047648语种:中文 Chinese地区:中国价格:$ 33

关键词:英语毕业论文初中生英语写作词汇衔接手段

摘要:本文是一篇英语毕业论文,本研究的主要结论是信息性的,对英语写作教学有很大的帮助,可以确定和说明如下接下来。

y can contribute to theimprovement of students’ writing interests, writing competence and the awareness touse cohesive devices in students’ writing process.

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Chapter II Literature Review


2.1 Relevant Concepts

2.1.1 The Definition of Discourse

In linguistics, discourse refers to a unit of language longer than a single sentence.The word discourse is derived from the latin prefix “dis-” meaning “away” and theroot word “currere” meaning “to run”. Discourse, therefore, translates to “run away”and refers to the way that conversations flow. To study discourse is to analyze the useof spoken or written language in a social context (Richard Nordquist). Functionally, itis equivalent to a communicative behavior. In short, discourse is composed of morethan one language sentence or paragraph. A discourse can be a dialogue or amonologue, which includes both written and spoken language. Discourse teaching isrelative to the teaching centered on vocabulary and sentence structure. The ultimategoal of foreign language teaching is to enable students to exchange ideas and obtaininformation in the target language. The exchange of ideas and the acquisition ofinformation are carried out in a certain environment. The environment in whichlanguage is used includes not only linguistic knowledge, but also cultural background,pragmatics and cognition. Discourse analysis has absorbed the research results oflinguistics, semiotics, psychology, anthropology, and social humanities, and hasgradually formed a multi-disciplinary discipline that specializes in the use ofcommunicative language. Discourse teaching is conducive to the development ofstudents’ communicative competence, meanwhile cultivating their languagecompetence.

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2.2 Theoretical Foundations

2.2.1 Classification of Lexical Cohesive Devices

Based on the book Cohesion in English (Halliday & Hasan, 1976), cohesivedevices of discourse consists of non-structural cohesion and structural cohesion.Grammatical cohesion and lexical cohesion belong to non-structural cohesion. Thetypes of cohesive device in grammatical cohesion contains reference, substitution,ellipsis and conjunction. There are two kinds of lexical cohesion: reiteration andcollocation.

In this thesis, the researcher pays more attention to lexical cohesion rather thangrammatical cohesion. The lexical cohesion expresses a concrete and complex meaning relationship, including the same, similar and opposite. Halliday and Hasan(1976) believed that cohesion is a discourse planning method that can be observedand measured, and lexical cohesion plays an important role in cohesion theory. Theydivided lexical cohesion into two categories: (1) Repetition: repetition of the sameword; synonyms; antonyms; hyponyms; general words. (2) Collocation. Hoey (1991)tended to Halliday and Hasan’s division of lexical cohesion types, but he made a moresystematic demonstration on lexical repetition. Hoey clearly expounds the importanceof lexical repetition in the book named Patterns of Lexical in Text. In this study,Halliday and Hasan were mainly used to classify lexical cohesion, and Hoey’sclassification was combined to classify lexical cohesion into five categories: repetition,synonym, antonym, hyponym and general word.

Table 3.1 The basic situation of subjects

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