中西逻辑差别对英语写作语篇连贯影响

写作是语言学习中一项重要的内容也是语言学习者必备的一项基本技能。语篇连贯是语篇评价不可忽视的一项。韩立德和哈桑《语篇的衔接(1976)》的出现让越来越多语言学家和教育工作者开始关注并研究连贯理论对外语教学的影响。而作为外语教学中一项重要环节,写作与其联系最为紧密。如今,很多的写作教程只是重视提高学习者对各种衔接手段的掌握。然而,干扰英语写作语篇连贯的因素有很多,其中中西逻辑差异对大学英语写作语篇连贯的影响越来凸显。本文以中国石油大学(华东)学生所撰写的300篇作文为语料,从逻辑衔接手段、主位推进及宏观结构的的角度来分析作文中的逻辑连贯错误,并进行归类,意在通过从这三方面分析大学生英语作文中的逻辑连贯错误,来验证和应用写作中的连贯理论,从而得到一些启迪。结果表明,逻辑连贯错误主要存在于语篇逻辑衔接手段和主述位结构两方面,而这两方面的连贯错误是造成学生英文写作逻辑不连贯的主要因素。除这两方面以外,还有一些深层原因,比如学生本身语言能力、逻辑思维能力不足、母语的干扰,缺乏教师连贯理论的指导及学生对逻辑连贯的忽视或对该理论运用能力的不足。这些都对中国学习者的作文质量产生影响。因此,教师和学生都应该对于这些因素给予足够的重视。【关键词】：中西逻辑差异语篇逻辑连贯逻辑衔接手段主位推进宏观结构英语写作
【论文提纲】：Abstract4-5摘要5-6Contents6-8Introduction8-10ChapterOneAnOverviewofLogic10-181.1ABriefIntroductiontoLogic10-141.1.1DefinitionofLogic10-111.1.2BasicTheoriesaboutLogic11-141.1.2.1InferenceandLogicalForm11-121.1.2.2PropositionalLogic12-141.2LogicDiscrepancyBetweenChinaandWesternCountries14-18ChapterTwoDiscourseCoherence18-272.1DefinitionofCoherence18-192.2Cohesion19-222.2.1Reference192.2.2SubstitutionandEllipsis19-202.2.3Conjunction20-212.2.4LexicalCohesion21-222.3ThematicStructureandInformationStructure22-252.4Macrostructure25-27ChapterThreeLogicinLinguistics27-373.1LogicandLanguage27-323.1.1TheRelationshipBetweenLogicandLanguage27-303.1.2ContrastiveAnalysisofLogicsinChineseandEnglish30-323.2LogicandCoherence32-373.2.1LogicalConnectorsandCoherence32-343.2.2PropositionalRelativityandCoherence34-37ChapterFourExperimentDesignandDataProcessing37-494.1Method374.2Subjects374.3Instruments37-384.4DataProcessing38-394.5DataAnalysis39-454.5.1TheProblemsinRespectofUsingLogicalConnectors39-404.5.2TheProblemsinRespectoftheThematicProgression40-434.5.2.1NoConnectionwithAnyProgressionPattern414.5.2.2TheUnclearRelationshipBetweenThemes41-424.5.2.3ThemesCarryingNewInformation42-434.5.3TheProblemsinRespectoftheMacrostructure43-454.5.3.1NoMacro-theme43-444.5.3.2NoHyper-themes444.5.3.3TheCoherentErrorsinParagraphswithHyper-themes:InconsistencyBetweenHyper-themesandTheirSupportingDetails44-454.6ResearchResults45-494.6.1InRespectofLogicalConnectors45-464.6.2InRespectoftheThematicProgression46-474.6.3InRespectoftheMacrostructure47-49ChapterFiveDiscussionandSuggestions49-665.1TheInsufficiencyofStudents’LinguisticCompetenceandLogicalAbilities49-515.2TheInfluenceoftheDifferentChinese-westernLogicalCoherence51-595.2.1DifferencesofLogicalConnectorsBetweenChineseandEnglish51-525.2.2DifferencesofThematicProgressionBetweenChineseandEnglish52-555.2.3Macro-structure55-595.roblemsintheTeachingofWriting59-625.3.1TheDeepImpactoftheTraditionalTeachingMethodontheTeachingofWriting59-605.3.2Teachers’NeglectoftheKnowledgeaboutTextualCohesion60-615.3.3Teachers’NeglectoftheKnowledgeaboutLogics61-625.4SuggestionorTeachersandLearners62-66Conclusion66-68References68-72AppendixI72-74AppendixII74-76Acknowledgements76