新版《國家普通高中英語課程新課標》(2017版)確立了英語學科核心素養(yǎng),強調對學生語言能力、文化意識、思維品質和學習能力的綜合培養(yǎng),其中思維品質注重學生邏輯、批判和創(chuàng)新思維能力的培養(yǎng)。寫作是一個反映邏輯思維的過程,與邏輯有著密切的關系,沒有清晰的邏輯,寫作難以出色表現(xiàn)。而邏輯連接詞不僅能夠連接詞匯、短語和句子,還能表達它們之間的語義邏輯關系,反映寫作者的邏輯思維。在高中生英語寫作中,邏輯連接詞的不恰當使用或者誤用現(xiàn)象時有發(fā)生,導致語言邏輯錯誤。基于錯誤分析理論,以蘇州市某中學高二學生寫作為例,本研究旨在探討學生作文中表示增補關系、轉折關系、因果關系和順序關系的四大類邏輯連接詞的錯誤情況,分析學生作文中邏輯連接詞的錯誤使用及其背后的邏輯錯誤,并通過對比分析,探討不同水平學生之間邏輯連接詞的錯誤情況是否存在差異。本研究主要回答以下兩個問題:一、高二學生在英語寫作中使用邏輯連接詞會出現(xiàn)錯誤嗎?出錯的邏輯連接詞類型有哪些?各類錯誤分布有什么特征?二、不同水平的高二學生在英語寫作中使用邏輯連接詞出現(xiàn)的錯誤有差異嗎?如果有,具體表現(xiàn)是什么?本研究主要采用錯誤分析的方法,對高二學生英語寫作中邏輯連接詞...

【文章頁數(shù)】：88 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
    1.1 Research Background
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Structure of the Thesis
Chapter 2 Literature Review
    2.1 Logical Connector
        2.1.1 Definition of Logical Connector
        2.1.2 Classification of Logical Connectors
        2.1.3 Function of Logical Connectors
    2.2 Error Analysis
        2.2.1 Definition of Error
        2.2.2 Procedures of Error Analysis
    2.3 Related Studies on Logical Connectors in Writing
        2.3.1 Studies on Logical Connectors in Writing Abroad
        2.3.2 Studies on Logical Connectors in Writing at Home
        2.3.3 Summary
Chapter 3 Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Materials
    3.4 Research Tools
    3.5 Research Procedures
Chapter 4 Results and Discussion
    4.1 The General Use of Logical Connectors in Senior Two Students' Writing
        4.1.1 Logical Connectors Used in Senior Two Students' Writing in General
        4.1.2 Logical Connectors Misused in Senior Two Students' Writing in General
        4.1.3 Four Different Types of Logical Connectors Misused in Senior Two Students' Writing
    4.2 Differences in the Use of Logical Connectors by Students of Different Proficiency Levels
        4.2.1 The General Use of Logical Connectors by Students of Different Proficiency Levels
        4.2.2 The Misuse of Logical Connectors by Students of Different Proficiency Levels in General
        4.2.3 Four Different Types of Logical Connectors Misused by Students of DifferentProficiency Levels
    4.3 Case Analysis of Misuse of Logical Connectors in Senior Two Students' Writing
        4.3.1 Case Analysis of Misuse of Additive Connectors
        4.3.2 Case Analysis of Misuse of Adversative Connectors
        4.3.3 Case Analysis of Misuse of Causal Connectors
        4.3.4 Case Analysis of Misuse of Sequential Connectors
Chapter 5 Conclusion
    5.1 Major Findings of the Study
    5.2 Implications of the Study
    5.3 Limitations and Suggestions
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ



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