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关联理论在非英语专业大学英语写作教学中的实证研究

  • 发布日期:2018-09-25
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本文是一篇硕士英语论文,英语由古代从丹麦等斯堪的纳维亚半岛以及德国、荷兰及周边移民至不列颠群岛的盎格鲁、撒克逊以及朱特部落的白人所说的语言演变而来,并通过英国的殖民活动传播到了世界各地。(以上内容来自百度百科)今天为大家推荐一篇硕士英语论文,供大家参考。
 
Chapter 1 Introduction
 
This chapter lists three parts. The first part is about the background of the study.The second part is to introduce the purpose of the study. The third part is an overviewof the thesis.
 
1.1 The Background of the Study
With the development of college English teaching reform, higher requirementsare also put forward for the college students’ English writing ability. Writing is aproductive and creative ability which embodies the English proficiency of Englishlearners. At the same time, writing, as an important way of communication, is also animportant way to convey the author’s thinking and exchange information. Therefore,researchers try to find new methods to enrich the writing and make the writing moreinteresting. Thus, many new methods and theories are gradually applied into Englishwriting researches. Relevance Theory is one of them. Relevance Theory is animportant branch of linguistics and a new approach to pragmatics, it is graduallyimplemented in the study of language application and development process, andultimately it forms independent disciplines. Sperber and Wilson (1986) put forwardthe cognitive pragmatic theory. It makes a new interpretation for the process oflanguage communication from a multidisciplinary angle and unifies cognition andcommunication.Sperber and Wilson put forward Relevance Theory in Relevance:Communication and Cognition in 1986. Relevance Theory mainly studies thespeaker’s meaning and the hearer’s comprehending. In 1995, the second edition waspublished. Cognitive principle was only put forward in the first edition, while in thesecond edition, the second principle —— communicative principle of relevance wasalso added. The generalized cognitive communication theory has attracted theattention of linguists all over the world.
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1.2 The Purpose and Significance of the Study
College English writing teaching has always been an important part of collegeEnglish teaching. Although the reform of foreign language teaching has made newdemands on college English writing teaching, the teaching effect is not significant atpresent. For most Chinese students, English writing has always been difficult inEnglish learning, students cannot grasp the specific approaches of writing, this makeswriting learning become a major obstacle in English learning. Since the reform ofCollege English Test Band 4 (CET-4) made a higher demand for writing, it has beenparticularly important to improve students’ writing ability.According to Relevance Theory, human communication is a cognitive activity,communicators will try their best to obtain the optimal effects with the leastprocessing effort. So they always focus on the most relevant information. Therefore,based on Relevance Theory, this paper analyzes the situation and teaching methods ofcollege English writing teaching, and through the five aspects of teachers’ ostensivebehavior, students’ inferential behavior, narrowing and loosening the meaning of words under the relevance inference, discourse coherence and principles of relevance,the researcher makes an empirical research for college English writing of non-Englishmajors so as to improve students’ writing ability.In this thesis, the thesis focuses on exploring how to promote students’ Englishwriting ability under the guidance of Relevance Theory in college. And the thesis alsointends that the application of Pigai. Org in the process of teaching can have aneffective impact on English writing and help students to correct compositions morethan once and make students become more interested in writing. But Pigai. Org is justa supplemental tool in this thesis. There are three important purposes for my thesis: 1)To apply Relevance Theory and Pigai. Org into college classroom instruction toimprove the quality of teaching. 2) To prove the effectiveness of Relevance Theoryand Pigai. Org on English writing. 3) To improve students’ writing achievements andchange students’ attitudes to writing under the guidance of Relevance Theory and theapplication of Pigai. Org. Its theoretical significance cannot only enrich andsupplement Relevance Theory but also verify the positive impact of RelevanceTheory in college English writing teaching. Meanwhile, it also proves that Pigai. Orgalso plays an instrumental role in English writing teaching and it provides theoreticalbasis for further development and enrichment of college English writing teaching.
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Chapter 2 Literature Review
 
This chapter provides a literature review of the study, which aims to find out theinfluence of Relevance Theory on writing teaching. This chapter first begins with thebasic knowledge of Relevance Theory, covering the definitions of relevance and therelative researches at home and abroad, and then follows the main theoreticalframework of Relevance Theory, including principles, the ostensive-inferential,context view and relevance-theoretical account of coherence. The second part is tointroduce college English writing, especially focusing on the basic knowledge ofEnglish writing in college. The third part is to explore the relationship betweenRelevance Theory and writing teaching.
 
2.1 Theories of Relevance Theory
In 1980s, Sperber and Wilson proposed Relevance Theory, it was thedevelopment of Grice’s Conversational Implicature, it inherited and developedGrice’s principles of cooperation. The theory changes the perspective of the speaker’smeaning in the past and begins to pay more attention to the understanding of thehearer, that is, it mainly analyzes the discourse comprehension in different contexts,since then it has opened a new chapter in pragmatic research. The communicationprocess under Relevance Theory is not only concerned with the implication, but alsoconcerned with ostension. This process was seen as an ostensive-inferential process.In this communicative way, relevance makes discourse comprehension possible.
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2.2 College English Writing
In Modern Chinese Dictionary, the interpretation for writing is “writing articles(sometimes specifically refers to literary creation).” In English works or writingmaterials, the definition of writing is not uniform. Some think writing is an art, some think it is an ability, some think it is a process, some think it is a means, some think itis an act, and some think it is a course. These explanations are perceptions fromdifferent perspectives for writing.Writing is a kind of behavioral process. People summarize them scientificallyand summarize the laws of the writing process as: perception —— conception ——expression.The stage of perception is the initial stage of writing. People’s perception andabsorption about the objective world and information become the object of writingafter repeated accumulation under the control of certain writing consciousness. Afterthe writer’s pondering and thinking, finally these information is determined as writingpurposes and writing content.The stage of conception is the most important part of the writing process, and itis necessary to select the writing object and the writing goal. At the stage ofconception, the writer needs to select, sort, analyze and synthesize the variousscattered materials and information, and then the writer should refine, remould andprocess for these materials and information. In this stage, the learner can achieve theknowledge for the objective nature of things and regular understanding, and then formideas and emotions, finally, the learner can establish the theme, the basic content andwriting approach of the article.
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Chapter 3 Research Methodology ......44
3.1 Research Questions.........44
3.2 Research Design .............45
3.2.1 Participants............45
3.2.2 Instruments............45
3.2.3 Procedures.............46
3.2.4 Data Collection .....55
3.3 Summary.....56
Chapter 4 Results and Discussions.....57
4.1 Results and Discussion of Tests ..........57
4.1.1 Comparison of Writing Scores of Pre-test in EC and CC...........57
4.1.2 Comparison of Writing Scores in CC ...........62
4.1.3 Comparison of Writing Scores in EC ...........64
4.1.4 Comparison of Writing Scores of Post-test in EC and CC .........67
4.2 Results and Discussion of Questionnaires ....71
4.3 Results and Discussion of Interviews ...........78
4.4 Summary.....81
Chapter 5 Conclusions.....81
5.1 Major Findings......81
5.2 Implications of the Study..........83
5.4 Suggestions for Future Study....90
5.5 Summary.....91
 
Chapter 4 Results and Discussions
 
In this chapter, the data from the qualitative and the quantitative methods wouldbe analyzed and explained. The results of English writing tests scores andquestionnaire scores prove that students’ English writing situation and competence.While the results of interviews support the conclusions of the research.
 
4.1 Results and Discussion of Tests
Students in EC and CC accept different methods to learn in English writing class.They need to complete the writing tests which are from CET-4 writing tests in thepre-test and the post-test. The data were summarized as follows through SPSS 16.0analysis.The comparison presents the current situation of students before the experiment.And this also explains whether there are differences about students’ writingcompetence in EC and CC before the experiment. In Table 4.1 and Table 4.2, the datacan present the results.
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Conclusions
 
This chapter mainly involves four parts. First part is about the major findingswhich answer the research questions that based on the results and discussion inChapter Four. Second part refers to some implications about Relevance Theory forteachers and students. Third part discusses some limitations of the research. Andfourth part is about suggestions of future study.This study aims to explore whether Relevance Theory can promote students’writing ability. The researcher uses tests, questionnaire and interviews to collect thedata and then try to solve the three questions which have been proposed in ChapterThree. Here, the major findings will be given in the following.First of all, the application of Relevance Theory in English writing teaching has positive effects on students’ writing ability compared with the traditional writingteaching model and improves students’ English writing achievements. During theprocess of the experiment, the researcher made the pre-test and post-test, and alsoassigned much practice to train students’ writing ability. Through the pre-test, themean values in EC and CC are 9.59 and 8.95 respectively in Table 4.1. There is animprovement between EC (12.31) and CC (10.92) after the experiment in Table 4.13.And in Table 4.14, the data demonstrate that students’ writing achievements haveimproved even more in EC than CC.
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References (abbreviated)

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