论文部分内容阅读
本文运用Halliday and Hason(1976)的语篇衔接和连贯模式,对53名中国英语学习者在英语写作过程中对语篇衔接手段的使用情况进行实验分析研究,结果表明不同语言水平的学习者在语篇衔接手段的运用上是有差异的:语言水平较高的学习者会更多地使用语篇衔接手段来标示意义的发展和连接。因此,在写作教学中,教师不能忽视语篇衔接手段的讲解和分析,并应积极引导学生关注衔接手段在其写作中的运用。
This paper uses the textual cohesion and coherence mode of Halliday and Hason (1976) to analyze the use of discourse cohesion in 53 English learners in the process of English writing. The results show that learners of different language proficiency There are differences in the use of discourse cohesion: learners with higher levels of language will use discourse cohesion more to mark the development and connection of meaning. Therefore, in writing teaching, teachers can not neglect the explanation and analysis of cohesive means of text, and should actively guide students to pay attention to the application of cohesive means in their writing.