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体裁分析在大学英语写作教学中的应用研究

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-06-30编辑:lgg点击率:578

论文字数:38549论文编号:org201706272021268227语种:英语论文 English地区:中国价格:$ 66

关键词:大学英语教学论文体裁分析大学英语写作教学

摘要:本文是大学英语教学论文,在本文中,笔者试图结合GSP理论与大学英语写作教学理论。GSP理论着眼于文本情境和写作目的的语境,以帮助学生分析语义结构,从而找出这些文本属于哪种类型。通过系统功能语言学,它有助于学生理解语言特点。

Chapter One Introduction

1.1 Research Background
English is one of the most widely language used in the world. In many fields, English has been a kindof international language. As the most important communicative tool, English writing has already become akey way which is regarded as the tool of passing on a message and exchanging feelings among differentcountries or different people. In China, as for all kinds of English exams, English writing takes up a greatproportion, for instance CET 4. Therefore, it is quite significant for College English teachers to exploremore efficient teaching approaches in order to enhance students’ writing ability. In 1995, in the bookCollege English Syllabus, it points out that the final objective of the syllabus is to develop student’scommunicative competence including oral English and writing ability. Actually the aim of writing is tocheck students’ language organizing ability, logical thinking ability and language application competence.The writer discusses two traditional writing approaches to figure out some useful information. In effect,two popular approaches are used in English writing: process approach and product approach.The product approach mainly emphasizes vocabularies, grammar and cohesive devices. That is to say,only if students master the basic knowledge of English, can they do well in their English writing. Actually,the product approach neglects students’ writing skills and students’ overall planning ability, while theprocess approach focus on writing’s overall planning ability. Additionally, The process approach pays moreattention to the learners’ communicative ability in that it regards writing as a communicative activity. Forwriting teaching approaches, the product approach is considered as the most traditional and governingapproach in English (Cheng Liping, et al, 1999; Qing Xiubai, 2000; Han Jinglong, 2000, 2001; et al. ).However, many scholars also realize the importance of process approach. This approach has an activeinfluence on the traditional English writing teaching in China (Teng Chunhong, 1993). He Jisheng andWang Jiayun (1996) applied it in the class, and they concluded that it was absolutely a remarkable way toenhance English writing teaching.
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1.2 Research Purposes
At present, as the description above, some scholars (Fang Yan,1998; Fang Yan & Fang Yanhua 2002;Yi Xingxia & Fang Wenzhen, 2004; Cai Huiping & Fang Yan, 2007) began to study how to go in forwriting teaching from the angle of genre under the support of Hasan’s Generic Structure Potential Theoryand Martin’s Schematic Structure. In this article, the writer attempts to combine GSP theory and SFL toCollege English writing teaching. The GSP theory focuses on the context of situation of texts and writingpurposes in order to assist students to analyze semantic structure, and then figure out which kinds of genresthese texts belong to. And through SFL, it contributes students to understanding linguistic features.In the study, the researcher works on college English writing teaching under the guild of Hasan’s Generic Structure Potential Theory and SFL. Specifically, through analyzing different genres’ elements,such as values of field, tenor and mode, this can predict obligatory elements and optional elements in acontext. These elements will determine this context’s genre or type, that is to say, generic structure potential(GSP). In the research, its mai论文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。

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