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ls that require different methods in the classroom. (2)Comprehensionof vocabulary relies onstrategiesthat permit one to understand words and store them, to commit them to memory, that is, (3) whileproductionconcernsstrategiesthat activate one' s storage by retrieving these words from memory, and by using them in appropriate situations. (4) The prioritythis distinctionassigns to comprehension is one of many reasons why a growing number of researchers believe thatcomprehensionshould precedesproductioninlanguage teaching. (5) Theobject of vocabulary lessonis one of enhancingthe different strategiesforcomprehensionandproduction.
此段共有5个句子,第一句的主位部分限定了段落和文章的主题(vocabulary),述位部分说明了文章的重心并为下文的展开限定了范围(distinction between comprehension andproduction)。段落中间的3个句子详细说明了comprehension和production的基本概念,以及它们之间的区别。最后一个句子总结全段并与第一个句子相呼应,构成段落的结尾。它的段落结构可以用下面的树形图来表示:
2)(1)English studyshould include two aspects:knowledge and ability. (2) Andthe latterincludeslistening,speaking,writing and reading. (3) If a person wants to get a good command of English and uses it well,hehas to do it from these two aspectsand to improve his general level of English.
(4)Reading ability, one of the important abilities, is helpful for everyone toget his purpose. (5) Nowadays,science and technologydevelop at an incredible speed. (6) More and more informationis appearing. (7) Soreading speedseems especially important for us.
此段的主题出现在段落的最后一句(reading speed),段落前面的6个句子均为引出这一主题服务。段落的展开也采用了分类法,但是以分解方式逐渐排除主题以外的东西,最后剩下中心论点。段落的主要线索可以用下面的草图来表示:比较两图,我们可以看到, 1)英语本族人所写的段落呈线性联系,第一个句子是段落的主题,话题一旦提起就不能随便扔掉,如,本段提出了comprehension和production区别这一论点,然后全段便围绕着两个问题展开。而中国人所写的英文段落却不然,在第二个段落中,第一个句子提到了主题knowledge和ability,但第二个句子却扔了knowledge,话题集中到ability上,第四个句子承接ability,同时在其分类的四个方面把话题集中到reading上,然后发展到句(7)的reading speed。段落展开的方式是从大到小,逐渐抛弃主题以外的东西,最后落到文章的中心论点上。2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。