議論文寫作是英語專業(yè)學生專四考試中重要組成部分。可是寫作能力長期以來一直是中國學生的薄弱環(huán)節(jié),在寫作部分的得分率普遍偏低。英語作文的連貫性被視為衡量作文質(zhì)量高低的標準之一,而篇章的連貫與否與各種銜接手段的運用密不可分。邏輯連接詞作為一種重要且常被使用的銜接手段,可以用來表示篇章內(nèi)詞與詞、句與句、段落與段落之間的邏輯關(guān)系,從而使篇章看起來更連貫。盡管國內(nèi)外一些學者對邏輯連接詞有一些研究,但在語篇分析領(lǐng)域卻很少有學者嘗試過基于語料庫對英語專業(yè)四級考試的議論文作文中的邏輯連接詞的使用情況進行研究。 因此,本研究通過考察邏輯連接詞在英語專業(yè)學生議論文中的分布和特點,并以問卷調(diào)查的形式找出產(chǎn)生這些特點的原因,為今后議論文寫作教學提出有益的建議,從而提高英語專業(yè)學生議論文寫作水平。所用到的語料包括兩部分,一個是英語專業(yè)學生議論文語料庫(觀察語料庫),是由60篇從太原理工大學現(xiàn)代科技學院英語專業(yè)二年級英語專業(yè)四級模擬考試中的寫作測試的Section A的議論文組成；另一個是專家議論文語料庫(參照語料庫),是由55篇選自Nick Stirk的"A Winning Approach to TEM4Wr...

【文章頁數(shù)】：97 頁

【學位級別】：碩士

【文章目錄】：
ABSTRACT
摘要
Chapter One Introduction
    1.1 Necessarity of the Study
    1.2 Significance of the Present Study
    1.3 Purposes of the Study
    1.4 Research Method and Data Collection
    1.5 Structure of the Thesis
Chapter Two Literature Review
    2.1 Theories of Logical Connectors
        2.1.1 Definition of Logical Connectors
        2.1.2 Classification of Logical Connectors
            2.1.2.1 Halliday and Hasan's Classification
            2.1.2.2 Quirk et al.'s Classification
            2.1.2.3 Classification in Common Practice
            2.1.2.4 Logical Connectors in the Present Study
        2.1.3 Functions of Logical Connectors
    2.2 Relevant Studies on Logical Connectors
Chapter Three Methodology
    3.1 Research Questions
    3.2 The Corpora in the Study
        3.2.1 Data Collection
            3.2.1.1 Data Collection of English Majors' Argumentations
            3.2.1.2 Data Collection of Model Argumentations
        3.2.2 Comparability between the two corpora
    3.3 Research Instruments
        3.3.1 Wconcord Software
        3.3.2 AntConc 3.2.4
        3.3.3 SPSS 16.0
        3.3.4 Questionnaire
    3.4 Data Processing
        3.4.1 Tagging and Coding of Logical Connectors
        3.4.2 Searching for Logical Connectors
        3.4.3 Calculating Percentages
        3.4.4 Calculating Chi-Square
Chapter Four Results and Discussion
    4.1 Distribution of Logical Connectors in EMAC and MAC
        4.1.1 General Characteristics of Logical Connectors in EMAC and MAC
        4.1.2 Characteristics of Each Type of Logical Connector in EMAC and MAC
    4.2 Analyses of the Questionnaire Results
        4.2.1 English Majors' Attitudes towards Argumentative Writing
        4.2.2 English Majors' Knowledge of Logical Connectors in Argumentations
        4.2.3 English Majors' Comments on Argumentative Writing Teaching and Learning
Chapter Five Conclusion
    5.1 Sumrnary of the Major Findings
    5.2 Implications for Argumentative Writing Teaching
    5.3 Limitations of the Study
    5.4 Suggestions for Further Studies
BIBLIOGRAPHY
ABBREVIATIONS
APPENDIX Ⅰ
APPENDIX Ⅱ
APPENDIX Ⅲ
APPENDIX Ⅳ
ACKNOWLEDGEMENTS
PUBLISHED PAPERS



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