摘要
以《大学英语精读》第三册中Why I Teach文本的语篇分析为例,对英语语篇如何利用相应的语篇组织模式传递信息、表达思想进行了分析与论述,继而对英语中常用的通过词汇和语法衔接手段实现表层的句际间衔接、通过主述位推进模式实现深层的语义连贯在该文本语篇中的具体应用进行了阐释与解析。由此,文章通过基于语篇语言学理论的、充分利用阅读教材的篇章教学,探索了以读促写、以写助读的英语写作教学途径。
Based on the discourse analysis of the text Why I Teach,taken from College English Intensive Reading Book 3,this paper illustrates how a textual pattern can be used in the text to express ideas and convey information.Then the paper elaborates on what grammatical and lexical cohesions are used in the text to get semantic connection between sentences,and how thematic progression can be used to achieve coherence in writing.With these detailed clarifications on how discourse analysis theories are applied to achieving cohesion and coherence in a reading text,the paper explores the reading-to-write,writing-to-foster discourse reading approach to EFL writing teaching.
出处
《合肥工业大学学报（社会科学版）》
2011年第4期133-137,共5页
Journal of Hefei University of Technology(Social Sciences)
基金
合肥工业大学科学研究发展基金项目(xyb2007033)
关键词
语篇分析
衔接
连贯
英语写作教学
discourse analysis
cohesion
coherence
EFL writing teaching
