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1、與其他英語(yǔ)技能相比較,英語(yǔ)寫(xiě)作被視為最復(fù)雜且最難短期內(nèi)掌握的一項(xiàng)技能。在英語(yǔ)寫(xiě)作過(guò)程中,如何既能清楚表達(dá)自己的邏輯思維又能符合語(yǔ)法規(guī)范且連貫的作文是中國(guó)英語(yǔ)學(xué)習(xí)者面臨的最大難題。因此,探索提高英語(yǔ)寫(xiě)作水平的方法已經(jīng)越來(lái)越受到二語(yǔ)習(xí)得研究者及英語(yǔ)教師的高度重視。
在評(píng)估英語(yǔ)寫(xiě)作質(zhì)量的高低時(shí),文章連貫與否是其中一個(gè)重要的衡量標(biāo)準(zhǔn)。而銜接手段的運(yùn)用是構(gòu)成連貫性的重要手段之一。因此,為使篇章更加連貫,條理更加清晰,各種銜接手段在英語(yǔ)寫(xiě)
2、作中是必不可少的。本文以Halliday&Hasan(1976)的銜接理論為理論框架,隨機(jī)選取了60篇有效作文為語(yǔ)料,主要從微觀方面就我國(guó)高中生英語(yǔ)寫(xiě)作中銜接手段的使用情況進(jìn)行了相關(guān)研究。本文將定量和定性兩種研究方法相結(jié)合,試圖對(duì)高中英語(yǔ)作文中銜接手段的分布特點(diǎn),高中低不同檔次作文銜接手段的對(duì)比,以及銜接錯(cuò)誤的分析,以期發(fā)現(xiàn)高中英語(yǔ)寫(xiě)作中普遍存在的問(wèn)題,并提供些許有益的教學(xué)啟示以提高學(xué)生整體的寫(xiě)作水平。
本研究表明,高中學(xué)生已
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