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过去三十年，学者们致力于将衔接理论应用于实践之中。在中国，某些教师已经意识到教授衔接手段的重要性，在教学中已经能有意识地向学生灌输衔接手段的概念。在理论方面，相关理论研究也如雨后春笋般不断涌现，关于衔接手段应用方面的研究应接不暇。尽管如此，教学成果依然不尽如人意，学生习作中仍出现大量衔接不畅现象。鉴于此种现象，本文意图通过调查初中写作课堂衔接手段教学现状，探索衔接不畅的原因及解决方法。trumpet是什么意思
首先，通过阐述国内外对衔接手段与学生习作品质相关性的研究，表明衔接手段的使用与学生习作品质关系紧密，进而证明了衔接手段的使用对完成优秀习作的重要作用。wedding dress音译
其次，通过分析沈师大附属中学写作教学现状，指出教师和学生在教授和学习衔接手段时出现的问题。作者设计了两份调查问卷，分别发给老师和学生，并根据调查问卷收集到的数据给出改进教学的建议。通过分析数据，作者发现输入和输出是提高学生写作能力的两个重要因素，找到合适的方法来提高学生写作兴趣是提升学生使用衔接手段能力的关键因素。培养学生在写作过程中有意识地使用衔接手段仍然是教师应该关注的重点。
最后，阐述了本文在实际应用方面的不足之处，指出教师应该努力培养学生使用衔接手段的意识，并找出适当的教学方法来促进学生提高。
关键词：衔接手段；教学策略；初中英语写作
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Abstract
During the past thirty years, people have given increasing interest to the application of cohesion theory. In China, some teachers have been aware of the importance of teaching cohesive devices in writings class. Many theoretical rearches have been made to explore the strategies to improve junior middle school students’ u of cohesive devices. However, the outcome is still very poor. Thus, the thesis aims to find out the current situation in the teaching of cohesive devices in junior middle school and explore the way to improve the situation.
Firstly, through stating the rearches on the relationship between the u of cohesive devices and the quality of student s’writings, the author claims that the u of cohesive devices correlates with the quality of students’writings so as to prove that the u of cohesive devices plays an important role in composing high-quality writings.
Secondly, the thesis introduces and analyzes the teaching of cohesive devices in Shenyang Normal
University Affiliated School. The author makes two questionnaires parately for teachers and students. Through the questionnaires, the author gets a brief knowledge of the current situation of English writings teaching in junior high school. According to the data collected from the questionnaires, the author gives advices to improve the current situation. In the author’s opinion, input and output are two important factors to promote students’ writings ability. It requires a huge effort to figure out a suitable
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the power of lovemethod to enhance students’ interest in English writings.
In the end, limitations are mentioned in the final part. In the meanwhile, suggestions are also provided especially for teachers. The author holds the opinion that teachers are suppod to cultivate students’ awareness of using cohesive devices during writings and to explore suitable teaching method to facilitate students’ improvement.
Key Words: cohesive devices, teaching strategy of English writings, junior middle school
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List of Tables
Table 4.1 Teachers’ Attitude Towards English Writing (27)
Table 4.2Time of Instruction (27)
Table 4.3Teaching Methods of Teaching Composition (28)
written是什么意思Table 4.4Introduction of Cohesive Devices (29)
Table 4.5Asssment of Students’ Writings (30)
Table 4.6Students’ Attitude Towards English Writing (31)
Table 4.7Difficult Points of Writing (31)
Table 4.8Opinions about Teachers’ Asssment (32)unsv
Table 4.9Awareness of Cohesive Devices (33)
Table 4.10 The Role of Textbooks (33)
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Table 4.11 The Role of Teachers (34)
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汉语翻译英语
Chapter 1 Introduction
1.1 Background of the Study
During the last twenty years, linguists have carried out a number of rearches on the relationship between the u of cohesive devices and the quality of English writing in terms of quantitative analysis. Great achievements have been made in this field. The findings are claimed in details as follows.
In 1981, S. P. Witte and F. Faigley carried out a rearch with a sample of 10 college freshmen. The results of the rearch show that there is a relation between the frequency u of cohesive devices and the quality of compositions. And the result is also confirmed by N. Norement in 1994 who found the relation between cohesive devices and quality of writings.
Ten years later, L Allard and H. K. Ulatowska made a similar rearch with 30 young native speakers. And a more detailed analysis on the relationship between the u of cohesive devices and
the quality of writings was conducted. According to the results, there do exist a correlation between the u of cohesive devices and the quality of writings. However, no such relationship exists in other categories.
In 2000, Xu Weicheng also claimed that there is a significant relationship between the u of cohesive devices and the quality of writings. According to Xu, there are more cohesive devices in good writings than tho in poor ones. Other than lexical cohesion,
1威廉王子与凯特
