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n homeworkhave been good. Afterthe test Susan and I are goingto eat and then go to a movie. She is taking me outbecause it is my birthday. Last week we were goingto the homecoming game, but she was sick and wedidn’t get to go.这一段讲了三件不同的事:the math test;myupcoming date with Susan; the missed date lastweek。这违反了英语段落的统一性和整体性原则。一个结构严谨、内容统一的段落只能有一个主题,所有其它的句子都应用来说明这个主题,从意义上体现段落的完整性。可改写如下:I feel quite confident about the math test that isscheduled for tomorrow. The instructor has told usexactly what to study, and my grades on homeworkhave been good. In fact I suppose that math has al-ways been one of the subjects that I enjoy most. Ihave already spent two hours reviewing pages115-140. Tonight Susan and I will devote another houror two to practicing with some of the sample prob-lems. Then I will be ready.改写后的段落中五个发展句都围绕着段首划线的主题句说明为什么对数学考试有信心,具有较强的统一性。再如:When we think of a language, we usually thinkof a form of communication that is spoken and writ-ten. A language doesn’t have to be written to beconsidered real language. Consider the languages inAfrica that have no writing system. They have noalphabets or grammar books. They are real, livinglanguages spoken by cultural groups. It is true thathaving writing system is convenient and helpful, it isnot a necessity.在这个段落中句与句之间缺少衔接,只有加上必要的衔接词,才能达到连贯的效果。因为连贯性是英语段落的另一要求。试比较下面一段:When we think of a language, we usually thinkof a form of communication that is spoken and writ-ten.However, a language doesn’t have to be writtento be considered real language.For example, consid-er the languages in Africa that have no writing sys-tem. They have no alphabets or grammar books.Yetthey are real, living languages spoken by culturalgroups.While it is true that having writing system isconvenient and helpful, it is not a necessity.这些缺陷的产生源自英汉语篇在段落结构方面的差异。要提高学生在英语段落方面的写作水平,仅仅给学生介绍英语语篇的特征、进行范文讲评和作文修改、让学生习惯用英语思维是远远不够的。教师最重要的工作之一就是提供英汉语在修辞、语篇及文化方面的差异,通过对比分析提高学生对二者差异的认识。许多学生在进行英语写作时总是先用汉语构思,然后再把自己想要表达的意思翻译成英语。这种用汉语思维方式写英语作文的结果有可能就会出现“中式英语”,这是写作中的大忌。然而,作为初学英语写作的中国学生来说,要让他们完全摒弃汉语思维的模式,而习惯于用英语思维来进行创作似乎又是太急于求成,因为它需要长时期的模仿和训练才能达到。那么,在此之前,应鼓励学生先就语篇结构进行英汉差异的对比,然后再进行英文写作。具体做法是:教师在讲解英文写作技巧及要求的同时,把汉语中与之相对应的内容进行对比介绍,并给出范文进行对比。在进行主题写作时,教师有必要提醒学生段落的主题结构在英汉语篇中的差异。在评改作文时,把符合英语语篇组织模式的文章与受汉语语篇影响的文章作专门的对比评估,使学生充分认识到二者之间的差异。同时,在进行精读课文的讲解中,配合课文的主题,搜寻同题材的汉语文章,让学生体会英汉语在段落结构方面的差异。久而久之,学生在进行英语写作时,就会警惕汉语语篇模式的负迁移。

 

四、结论

 

英语写作教学有必要进行英汉语言的比较,包括语法、形态、构词造句及篇章结构等。同时,还要进行英汉语言文化及思维模式的比较,因为这才是克服“汉语式英语写作”的瓶颈。在深刻认识到文化差异对语篇造成影响的基础上,教师应对学生语篇中表现出的缺陷持理解的态度。在进行英汉语篇对比教学中,使学生认识到英语语言的本质是“向心形合”,而汉语则是“形散而神不散”这两种时空观的对立(申小龙,1987),使学生按英语语篇组织模式进行写作,从而逐步过渡到习惯以英语思维模式表达思想。

 

参考文献
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[2]Hasan, R. coherence and cohesive harmony[A]. In Flood, J. (ed.).Understanding Readingcomprehension[C], pp.181-219. Delaware: In-ternational Reading Association,1984.
[3]Hoey, M.Patterns of Lexis in Text[M].London: Oxford University Press,1991.
[4]Kaplan, R. B. Cultural thought patterns inintercultural education [J].Language Learning,16:1-2,1-20,1966.
[5] Kaplan, R. B. Contrastive grammar:Teaching comprehension to the Chinese students[J].Journal of English as a Second Language,3:1,1-13,1968.
[6]Phillips, M.Aspects ofText Structure: AnInvestigation of the Lexical Organization of Text[M]. North-Holland,1985.
[7]Scollon, R. Eight Legs and One Elbow:Stance and Structure in Chinese-English Composi-tion [J].Multiculturalismand Ci本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。