英語議論文連貫性分析：基於主位發展理論與體裁理論的實證研究（簡體書）
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《英語議論文連貫性分析：基于主位發展理論與體裁理論的實證研究》旨在用體裁理論和主位發展理論分析英語本族語者和二語學習者語篇連貫性的異同，進而幫助二語學習者寫出被特定學術社團認可的連貫的語篇。作者提出，教師重視語境對語篇的制約性、語篇的綱要式結構和主位的體裁建構性作用，有助于提高英語寫作教學的水平，同時也有助于提高二語學習者作文的連貫性和地道性。
名人/編輯推薦
目次
Statement of the Problem
Rationale for the Study
Purpose of the Study
Significance of the Study
Key Concepts Defined
Organisation of the Book
Chapter One Literature Review
1.1 Context and the Language of Literacy
1.1.1 Literacy as a Process of Enculturation
1.1.2 Text-Context Relationship
1.1.3 The Language of Literacy
1.2 Different Approaches to the Assessment of Writing
1.2.1 Assessment of Writing by Measuring Syntactic Complexity
1.2.2 Writing Assessment by Measuring Cohesion and
Introduction
Statement of the Problem
Rationale for the Study
Purpose of the Study
Significance of the Study
Key Concepts Defined
Organisation of the Book
Chapter One Literature Review
1.1 Context and the Language of Literacy
1.1.1 Literacy as a Process of Enculturation
1.1.2 Text-Context Relationship
1.1.3 The Language of Literacy
1.2 Different Approaches to the Assessment of Writing
1.2.1 Assessment of Writing by Measuring Syntactic Complexity
1.2.2 Writing Assessment by Measuring Cohesion and
Coherence
Chapter Two Theoretical Framework
2.1 Genre Analysis
2.1.1 Hasan‘s Generic Potential Structure
2.1.2 Ventola’s Flowchart
2.1.3 Martin‘s Model
2.1.4 Swales’s CARS Model
2.1.5 The Reasons Why Swales‘s Model Is Preferred in This Study
2.2 Thematic Progression Theory
2.3 Theme-based Genre Analysis Framework.
A Combinatorial Model
Chapter Three Methodology
3.1 Research Questions
3.2 Data Resources of This Study
3.3 Coding Unit and Data Coding
3.3.1 The Coding Unit and the Definition of Move and Step
3.3.2 The Establishment of the CAAS Model
3.3.3 The Coding of Themes
3.3.4 Coding Procedures
Chapter Four The Study of Schematic Structure and Its Role in Building Global Coherence
4.1 The Schematic Structure in Exemplars
4.2 The Study of Schematic Structure in EFL Learners’\ Texts
4.3 Discussion
4.3.1 Similarities and Differences in the Use of Moves
4.3.2 Similarities and Differences in the Use of Steps within Moves
4.3.3 Reasons
Chapter Five The Study of Themes and Their Roles in Building Coherence
5.1 The Roles of Themes in Building Local Coherence
5.1.1 Thematic Progression Patterns
5.1.2 Topical Themes with More Than Two Elements
5.1.3 Nominalisation in Thematic Position
5.2 The Roles of Themes in Construing Global Coherence
5.2.1 Topical Themes
5.2.2 Interpersonal Themes
5.2.3 Textual Themes
Chapter Six Implications of the Study
6.1 Implications for EFL Writing Research
6.2 Implications for EFL Curriculum Construction and Pedagogy
6.2.1 Cultivation of Genre Awareness through Explicit Instruction
6.2.2 Cultivation of the Awareness of Text-context Relationship
6.2.3 The Teaching of Theme Choices and Thematic Progression in Genre-based Curriculum
Conclusion
Summary of Major Findings
Contributions of the Study
Limitations of the Study and Suggestions for Further
Research
Final Thoughts
References
后記
書摘/試閱
(2) Surveying existing iiterature
(3) Refining the situational analysis
Having intuitively placed the text roughly in a situationalframework, one needs to further refine such an analysis by defining the speaker/writer of the text, the audience, their relationship and their goals: the historical, socio-cultural, occupationalplacement of the community in which the discourse takes place,the network of surrounding texts and linguistic traditions thatform the background to this particular genre-text. the extratextual reality which the text is trying to represent, change, oruse and the relationship of the text to that reality.
(4) Selecting corpus
(5) Studying the institutional context
A good genre analyst next attempts to study the institutional context, including the system in which the genre is used andthe rules and conventions (linguistic, social, cultural, academic,professional) that govern the use of language in such institutional settings.
(6) Levels of linguistic analysis
The genre analyst then decides at which level(s) the mostdistinctive of significant features of language occur, and carriesout the appropriate analysis which may concentrate on one ormore of the following three levels of linguistic realisation.
Level 1: Analysis of lexico-grammatical features
A text can be analysed quantitatively by studying the specific features of language that are predominantly used in the varietyto which the text belongs. This is generally done by undertakinga large-scale corpus-based statistical analysis of a representativesample of the variety in question.
Linguistic analysis of frequency of syntactic properties indifferent genres provides necessary empirical evidence to confirmor disprove some of the intuitive and impressionistic statementsthat we all tend to make about the high or low incidence of certain lexico-grammatical features of various genres. However,this level of linguistic analysis remains severely constrained by itsemphasis on surface features and does not provide adequate information about the way communicative purpose is accomplished ina particular genre.
