大学英语语言学教学论文提纲

论文题目：系统功能语言学角度分析主位及主位推进模式在大学英语写作教学中的应用 ——以CET-4写作范文为例

摘要：本文从系统功能语言学角度分析了主位及主位推进模式在大学英语写作教学中的应用。系统功能语言学的主位及主位推进理论被认为可以广泛应用于外语教学的诸多方面,写作教学就是其应用的重要领域之一。对中国的大学外语教师而言,写作教学无疑是难度最大而收效最小的工作。目前国内大学生的写作水平远远达不到让学生和老师都满意的程度。大学英语四级现在可以算做是国考了,它已经成为了莘莘学子大学阶段在英语上奋斗的主要方向,也成为了大学英语教师写作教学中可以参考的重要方法。对大学英语四级范文进行分析不仅对四级考试,对日常的写作教学也裨益不少。此研究的目的在于借助这样的研究方式,为大学英语教师的写作教学提供新的视角,新的思路。 本文结合了定性与定量的研究方法,分析了22篇四级范文中主句的主位选择及主位推进模式。这些范文按照体裁被分为了三类：议论文,说明文,信。通过细致地比较与分析,发现了在不同体裁的范文里,主位及主位推进的应用存在差异。 研究发现,主位的确能够产生有效信息,而且好的文章大都使用了多样化的主位形式。主位推进模式的使用还与文章体裁有关。主位的选择和主位推进模式在实现文章的衔接与连贯方面起到了重要的作用。上面提到的这些理论在大学英语写作教学中的应用是本文的重点。从主位及主位推进模式在课堂上的介绍到借助这些理论怎么实现衔接与连贯,到最后提出体裁教学法,本文从细致地分析到总结,希望能为大学英语写作教学做出一些贡献。

关键词：主位;主位推进模式;大学英语四级;范文;应用;衔接与连贯;体裁教学

学科专业：外国语言学及应用语言学

Acknowledgements

Abstract

摘要

CONTENTS

Abbreviations

Chapter 1 Introduction

1.1 Introduction

1.2 Rationale for the research

1.3 Data and methodology

1.4 Objectives and research questions

1.5 Organization of the thesis

1.6 Summary

Chapter 2 Literature Review

2.1 Introduction

2.2 Panoramic overview of the studies on discourse analysis

2.2.1 Definition of discourse

2.2.2 Development of discourse analysis

2.2.3 Discourse analysis in written language

2.3 Studies on Theme and Thematic Progression

2.3.1 Identification of Theme and Rheme

2.3.2 Classification of Theme

2.3.2.1 Textual,interpersonal and ideational elements in Theme

2.3.2.2 Circumstances,Participants or Processes elements as Theme

2.3.2.3 Marked and unmarked Theme

2.3.2.4 Theme in declarative and non-declarative clauses

2.3.2.5 Special thematic structure

2.3.2.6 Simple and multiple Theme

2.3.3 Studies on Thematic Progression

2.3.3.1 Application of Thematic Progression Patterns

2.3.3.2 Types of Thematic Progression Patterns

2.4 Studies on writing teaching approaches at home and abroad

2.4.1 Process and product-oriented approaches abroad

2.4.2 Approaches from Chinese scholars

2.4.3 Systemic functional approach

2.5 Summary

Chapter 3 Analysis and Discussion on Sample Writings of CET-4

3.1 Introduction

3.2 Analysis on sample writings of CET-4

3.2.1 An analysis of thematic choices

3.2.2 An analysis of Thematic Progression Patterns

3.2.3 Summary

Chapter 4 Application of Theme and Thematic Progression Patterns in College English Writing Teaching

4.1 Introduction

4.2 Application of the theories in writing teaching practice

4.2.1 The introduction of Theme and Thematic Progression Patterns

4.2.2 Avoiding explaining all expressions and definitions

4.2.3 Combining theory with genre teaching

4.2.4 Noticing cohesion and coherence in applying the theories

4.3 Realization of cohesion and coherence with the help of thematic choices and Thematic Progression Patterns

4.3.1 Cohesion, coherence and different thematic choices

4.3.2 Cohesion,coherence and different Thematic Progression Patterns

4.3.3 Enhancing the sensitivity to cohesive devices

4.3.4 Adhering to "clause-paragraph-text" training program

4.3.5 Understanding the differences between English and Chinese expressions

4.4 Genre teaching with the help of thematic choices and Thematic Progression Patterns

4.4.1 Ways to implement the genre approach

4.4.2 A specific genre teaching model

4.5 Summary

Chapter 5 Conclusion

5.1 Major findings

5.2 Pedagogical implications

5.3 Limitations and suggestions for further study

5.4 Summary

References

Appendix Ⅰ