协同续写对二语写作词汇衔接能力发展的有效性研究
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摘要
词汇衔接直接影响语篇的输出质量,是赋予话语篇章性的重要手段,同时还起着组织篇章结构的作用。但目前研究主要探讨词汇衔接与写作质量的关系,对于如何提高词汇衔接能力的实证考察还相对匮乏。本文通过一项教学实验,对读后续写如何提高学生的词汇衔接能力和续作中不同类型的词汇衔接手段与原文协同效应有何差异进行探讨。研究发现:读后续写训练有利于提高二语学习者的词汇衔接能力,但其对不同类型的词汇衔接手段的协同程度不同。与原文协同效应最强的词汇衔接类型为原词复现,其次为近义/同义词,上义词和概括词协同效应相对较弱。
Lexical cohesion,which directly influences the quality of discourse output,is an important approach to make up discourse.It also plays a role in organizing the text.However,the present study focuses on the relationship between lexical cohesion and the writing quality.The empirical research on how to improve lexical cohesion is relatively scarce.Through a teaching experiment,this article attempts to discuss two questions:how to improve the students' ability of lexical cohesion and what are the alignment differences of the four types of lexical cohesive devices in students' continuations.The result shows that continuation-task training can improve the L2 learners' lexical cohesive ability,while different type of lexical cohesive device has different alignment degree.The lexical cohesive device which has the strongest alignment effect is repetition.Following repetition is alignment effect of synonyms,while the alignment effect of superordinate and the general word is relatively weak.
Lexical cohesion,which directly influences the quality of discourse output,is an important approach to make up discourse.It also plays a role in organizing the text.However,the present study focuses on the relationship between lexical cohesion and the writing quality.The empirical research on how to improve lexical cohesion is relatively scarce.Through a teaching experiment,this article attempts to discuss two questions:how to improve the students' ability of lexical cohesion and what are the alignment differences of the four types of lexical cohesive devices in students' continuations.The result shows that continuation-task training can improve the L2 learners' lexical cohesive ability,while different type of lexical cohesive device has different alignment degree.The lexical cohesive device which has the strongest alignment effect is repetition.Following repetition is alignment effect of synonyms,while the alignment effect of superordinate and the general word is relatively weak.
引文
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[3]Pavlenko,A.New approaches to concepts in bilingual memory[J].Bilingualism:Language and Cognition,1999,2(3):209-230.
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[8]李志雪,从语义连贯角度谈如何提高英语专业学生的写作能力[J].解放军外国语学院学报,2000,23(3):51-54.
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[10]翁志祥,高中英语写作现状分析及应对措施——基于词汇衔接角度[J].福建论坛,2011,(2):240-242.
[11]徐玉臣,词汇衔接与作文质量的关系[J].国外外语教学,2000,(2):33-37.
[2]Halliday,M.A.K.&Hasan,Ruqaiya.Cohesion in English[M].Beijing:Foreign language and Research Press,2001.
[3]Pavlenko,A.New approaches to concepts in bilingual memory[J].Bilingualism:Language and Cognition,1999,2(3):209-230.
[4]Pickering,M.J.&S.Garrod.Toward a mechanistic psychology of dialogue[J].Behavioral and Brain Sciences,2004,27(2):169-226.
[5]Vygotsky,L.S.Thought and language:Studies in communication.Cambridge[M].1962,MA:MIT Press.
[6]程晓堂,王琦.从小句关系看学生英语作文的连贯性[J].外语教学与研究,2004,(4):292-298.
[7]李建波,苏立昌.英语专业学生词汇衔接手段运用情况的定量研究[J].当代外语研究,2012,(8):46-50.
[8]李志雪,从语义连贯角度谈如何提高英语专业学生的写作能力[J].解放军外国语学院学报,2000,23(3):51-54.
[9]王初明.读后续写——提高外语学习效率的一种有效方法[J].外语界,2012,(5):2-7.
[10]翁志祥,高中英语写作现状分析及应对措施——基于词汇衔接角度[J].福建论坛,2011,(2):240-242.
[11]徐玉臣,词汇衔接与作文质量的关系[J].国外外语教学,2000,(2):33-37.