【作者】 张育红；

【导师】 舒运祥；

【作者基本信息】 华东师范大学 ， 英语语言文学， 2004， 硕士

【摘要】 连贯是英语写作教学中的一个重要方面。但长期以来，我国语言学家及语言教师大部分从语法和词汇衔接这些显性衔接手段上研究连贯，而忽略了另外两种促进语篇连贯的隐性衔接手段——主位结构和信息结构。其实，主位结构、信息结构和衔接系统同属语篇功能的三大子系统，三者都可促成语篇的连贯。本文试从这三个方面检测我国大学生目前英语作文中的连贯情况。鉴于学生比较熟悉语法、词汇衔接手段，本文重点论证主位结构和信息结构对写作教学中连贯教学的现实指导意义。 文章分为五个章节。 第一章为引言。介绍语言学界对连贯的研究。提出写作的原因及论文结构。 第二章有针对地介绍语篇功能的三大子系统：主位结构、信息结构和衔接系统，阐述它们与连贯的关系。这章是本研究的理论基础。 第三章是研究的具体方法与研究分析。本次研究包括两个部分：(1)问卷调查。通过对学生和老师的问卷调查，了解目前大学英语写作教学中连贯教学的情况；(2)分析学生作文。按照第二部分列出的主位推进模式理论及连接词语和词汇衔接的分类，统计学生作文中主位推进有误的段落并进行分析，检测出学生在连接词语和词汇衔接方面存在的问题并进行分析。 第四章通过运用主位结构和信息结构的理论修正学生作文中主位安排有误的段落，从而说明主位结构、信息结构理论促进连贯的合理性和可行性。指出它们对连贯教学的意义及加强教师培训的设想。 第五章是结论。 正如在引言中提到的，本文是把语篇功能的三大子系统应用于连贯教学的一次尝试，有些问题还需广大写作教师在实践中作进一步的研究。更多还原

【Abstract】 Coherence has always been an important aspect in English writing teaching. However, many Chinese linguists and language teachers study coherence mainly from such overt cohesive devices as grammatical and lexical cohesion, while ignoring the other two covert cohesive devices, namely thematic structure and information structure. In fact, thematic structure, information structure and cohesion system are the three systems of textual metafunction in systemic functional grammar. This thesis tries to examine the coherence in present Chinese college students’ English compositions from these three aspects. As college students are familiar with the grammatical and lexical cohesion, the thesis focuses on elaborating the guiding effect of thematic structure and information structure to coherence teaching.The thesis includes five chapters.Chapter One is an introduction. It portrays the study on coherence both abroad and in China, meanwhile, presents the reason for making this study and the structure of the thesis.Chapter Two introduces the three systems of textual metafunction: thematic structure, information structure and cohesion. It is the rationale of this study.Chapter Three concerns the specific methods in the study and data analysis. This study includes two parts: (1) questionnaires conducted to both the students and teachers for the purpose of knowing the status of thematic structure and information structure in present coherence teaching; (2) analyzing fifty college students’ English compositions from the aspects of thematic progression patterns, conjunction and lexical cohesion.Chapter Four proves the feasibility of thematic structure and information structure in ensuring coherence by modifying two problematic paragraphs with confused thematic progression in students’ compositions. Meanwhile, I propose to train teachers on the theories of textual metafunction.Chapter Five is the conclusion.As I mentioned in the Introduction, this thesis is only a tentative study of applying the three systems in textual metafunction to coherence teaching. I sincerely hope that college teachers can employ these theories in teaching to test their feasibility.更多还原