本文是一篇英语论文，该研究展示了语料库分析工具Coh Metrix在高中生写作连贯中的应用。确切地说，它探讨了继续任务对高中生写作连贯的影响。因此，本研究为Coh Metrix的应用、继续任务写作的教学以及其他类型的写作提供了一些教学启示。
Chapter 1 Introduction
1.1 Background of the study
Coherence is a vital criterion for evaluating texts.Nevertheless,students in seniorhigh schools fix little attention to writing coherence,making it tough to improve theoverall competence of students’writing.In consequence,students'writing coherence needsto improve urgently.Nevertheless,as the concept of coherence is such a general andambiguous concept,many teachers don’t detail coherence due to their lack of teachers ofenough theories related to coherence.As a result,in actual teaching,many teachers onlycarry out single skill training with coherence as just an evaluation standard,so theimprovement of writing coherence is not paid enough attention.
英语论文怎么写
In 2012,Professor Wang Chuming's continuation task based on the second languageacquisition theory provided new ideas for improving writing coherence.It is a method ofcombining reading and writing.What indeed attracted inpiduals’attention was theappearance of the continuation in the second part of the English composition for thecollege entrance examination of Zhejiang Province in 2016.“English CurriculumStandards for Senior High School”(2017)fully affirms the status of the Continuation Task,which emphasizes that specific training is supposed to be coupled with comprehensivetraining during the teaching of language skills.For instance,listening training should beinterspersed with pictures,question and answer,discussion,note-taking,and otheractivities.To avoid training of single isolated skill,reading training should be interspersedwith picture predictions,extracting form information,discussion before and after readingor writing summary,the Continuation Task,and other activities.
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1.2 Research significance
Intending to explore the impact of the Continuation Task on the coherence of highschool students’English writing,this study adopted an empirical study to provide practicalreferences for improving the quality of high school English writing teaching and enhancingthe writing coherence of high school students.It may help to lay a practical foundation forfurther researches in this field,this study adopted an empirical study.
This study would be significant in the following ways:
In terms of theoretical values,for the Continuation Task,the given text can providelearners with sufficient knowledge of the language and a specific context.Students can sortout a logical framework and write their own articles based on key information to achieveeffective output by analyzing the provided materials.Students need to work with thecontextual patterns of the original text to make sure that the continuation is coherent withthe original text in terms of vocabulary,sentences,text structure,and content.Understanding the reading material is the premise of writing.Therefore,the input ofreading text is crucial for students.There are loads of related theories of the ContinuationTask,most of which are in the higher education domain,with even less empirical studies insenior high school.This thesis aims to further demonstrate the validity of the InputHypothesis and Output Hypothesis in an effort to provide further a theoretical basis forwriting teaching in senior high school.In addition,it can provide extensive researchsignificance for future researchers in the related field.
In the practical sense,this research is the practice of the new curriculum reform and anew attempt to teach English writing in high school.For students,the writing practice afterreading can improve students'confidence in writing,promote students'interest in English,and enable students to combine reading and writing naturally,thereby helping them toimprove their English proficiency.
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Chapter 2 Literature Review
2.1 Definitions and characteristics
The following part introduces definitions and characteristics of two important terms inthis study:the Continuation Task and writing coherence.
2.1.1 Definition and characteristics of the Continuation Task
The Continuation Task,proposed by Professor Wang Chuming in 2012 based on theInteractive Alignment Model,was defined as a method of writing practice combiningwriting with reading comprehension.The Continuation Task,which has emerged in recentyears,is a new writing type in the college entrance examination.To be exact,this is a formof writing combining writing and reading.
The specific operation method of the Continuation Task is to select a reading materialthat is interesting and directional,moderate in length,simple in language difficulty,preferably narrative theme according to the current writing level of the students.Theclimax and end of the material is deleted,on the basis of fully understanding the readingmaterial,students can continue to write the article by rationally exerting their imaginationand creativity without deviating from the content of the reading text.For the selection ofmaterials,it can be exciting stories,narrative articles with plots,or philosophical articles.As long as the content is coherent,suitable for students'language level,conducive to thedevelopment of students'imagination,and reaches a certain length,it can be used forcontinuation(Wang Chuming,2013).
The Continuation Task was applied to the College Entrance Examination of Zhejiangfirst in October 2016.In the title,the setting of the Continuation Task is different from thedesign of reading and writing proposed by Wang Chuming.By checking the English testpapers for the college entrance examination,it can be found that students are provided withreading material of about 350 words,and the opening sentence of two paragraphs is givenbelow the reading material.Students are required to continue writing with about 150 wordsaccording to the content of the material and the first sentence of the paragraph given by thetitle and the keywords shown so that it becomes a short essay with logical cohesion,plot,and structure to the given material.
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2.2 Related studies
In an effort to lay a solid foundation for the present research,related studies areelaborated on in the following parts regarding the Continuation Task,writing coherenceand Coh-Metrix.
2.2.1 Related theoretical and empirical studies on the Continuation Task
Wang Chuming(2012)proposed the theory of the Continuation Task.He believed theefficiency of foreign language learning according to the closeness of the combination oflanguage comprehension and output.He pointed out the direction for subsequentresearchers.
2.2.1.1 Theoretical studies on the Continuation Task
The Continuation Task requires learners to read and understand the end of thefollowing writing of the given reading article,and the end of which is erased.TheContinuation Task tightly integrates language output and comprehension in complementaryways,enhancing interaction between two paragraphs and promoting language imitation.During rewriting,learners imitate expressions gained from the reading material and usethem creatively in new situations.This phenomenon is referred to as structural priming(Pickering&Branigan,1998),the repetition and imitation of the use of vocabulary orsyntactic structures in the output writing.Audiovisual thinking data imply that students’application of language structures in given materials can enable them think about thefollowing content.
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Chapter 3 Methodology.................................15
3.1 Research objects and questions..................15
3.2 Research methods...............................15
3.3 Research subjects......................................16
Chapter 4 Results and Discussion..............................22
4.1 Effects of the Continuation Task on students’English writing coherence at thelexical level........................22
4.1.1 Changes in the degree of word concreteness of students’writing vocabulary..................22
4.1.2 Changes in the degree of content word overlap of students’writingvocabulary.............................25
Chapter 5 Conclusion..................57
5.1 Major findings of the research......................57
5.2 Pedagogical implications..............................58
5.3 Limitations and suggestions............................59
Chapter 4 Results and Discussion
4.1 Effects of the Continuation Task on students’English writingcoherence at the lexical level
In an effort to elaborate on the effects of the Continuation Task on students’writingcoherence at the lexical level,four indices related to the coherence of students’writing atthe lexical level in Coh-Metrix were seleted.They are word concreteness,content wordoverlap,argument overlap,and type-token ratio,and the differences in these four indicesare shown and discussed in detail.
4.1.1 Changes in the degree of word concreteness of students’writing vocabulary
Texts that contain content words that are concrete,meaningful,and evoke mentalimages are easier to process and understand,while abstract words represent concepts thatare tough to represent visually.As a result,texts containing more abstract words are moredifficult to figure out.As mentioned previously,this study selected word concreteness asone of the indicators to measure and show the effects the Continuation Task has onstudents’writing coherence at the lexical level.
Before the research,the author conducted a pre-test and used Coh-Metrix to quantifythis index,then SPSS to further process the data of EC(i.e.,the experimental class)andCC(i.e.,the control class).The result is presented in Table 4.1
英语论文参考
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Chapter 5 Conclusion
5.1 Major findings of the research
The present study has demonstrated that the Continuation Task positively affects thecoherence of senior high school students’continuation writing over 12 weeks.The mainfindings of this study are as follows:
First and foremost,the Continuation Task has made positive effects on the coherenceof senior high school students’writing at the lexical level.There were four indicators(word concreteness,content word overlap,argument overlap,and type-token ratio)in thelexical level showing an apparent discrepancy in the post-test between the EC and the CC.The Continuation Task enabled students to use more concrete and meaningful words,moreexplicit content words,and matching personal pronouns,making reading effortless andimproving writing coherence.
Concerning the effects of the Continuation Task on students’writing at the syntacticlevel,the results of chosen indices(all connectives indices,logical connectives incidence,temporal connectives incidence,addictive connectives incidence)in the independentsample T-tests of the CC and the EC in the post-test,together with the paired sample T-tests of the EC and CC,indicated the Continuation Task had a positive impact on thecoherence of students’writing at the syntactic level.It encouraged connectives such ascausal,logical,temporal,and additive connectives and increased syntax similarity.
reference(omitted)