ThematicTheoryandTeachingofEnglishWriting-精品文檔

1、Thematic Theory and Teaching of English WritingWriting is one of the means of measuring the students English ability， and one of the difficulties of Englishlearners in China. Though many students may write grammatically correct articles ， they can not give a clear idea in expression of ideas and org

2、anization of discourses ， and the article as a whole is short of integrality.Hence，how to improve students ability of expression of ideasand discourse organization， and then to improve students writing ability as a whole， has become a hot issue ， andsome results has been got， in which the role of th

3、ematictheory in college Englishteaching has gained more and moreattention.Thematic theory is the main area of study in discourse analysis. The different types of themes and TP patterns can help us understand the logical and coherent flow of information in a text. Abundant studies have been conducted

4、on thematic theory both at home and abroad for many decades. Some scholars deal with the relationship between thematic theory and discourse coherence， and some conductcontrastive study of thematic structure in Chinese andEnglish discourses. Besides， recently there are someresearches on its applicati

5、on in the translation field as well as the application to English teaching. This study is to apply thematic theory to the teaching of college students writing and it consists of five chapters.Chapter 1 serves as an introduction. It introduces the study of thematic theory briefly ， summarizes the pro

6、blems in current college English writing ， and presents the aim and organization of the present study.Chapter 2 is a literature review on the studies ofEnglish writing and thematic theory. Current situations of English writing in China， traditional approaches toEnglish writing ， and thematic theory

7、are presented in this chapter. The emphasis of this chapter is placed on thematic theory which is studied from 3 aspects， that is ， studyof theme ， study of TP patterns and case analysis.Chapter 3 describes research methodology， thepractical part of the research. Objective ， hypothesis ， experiment

8、and data collection are dealt with here. The present research aims at probing into the effect of the application of thematic theory to English writing among non-English majors. Two hypotheses are proposed ， i.e. 1)The more varied the theme types and TP patterns are， thehigher scores of English writi

9、ng are ； the frequency of multiple themes and simple linear pattern of high score compositions is higher than that of low score compositions. 2) The students writing ability can be improved through the training of thematic theory. The subjects of the experiment are non-English major sophomores in NE

10、DU. 40 compositions ， 20 written before the instruction of thematic theory and 20 written after one termsinstruction of thematic theory ， are collected to set up a data base for the analysis. Chapter 4 demonstrates the elaborate analysis ， detailed interpretations of the findings of this study. With

11、 the help CAD and Microsoft Office Excel ， a series of analyses and comparisons are conducted on the 40 compositions collected and the results are presented. By the comparative study on theme types，TP patterns and scores in pre-teaching and post-teaching compositions ， the results show that theme ty

12、pes and TP patterns are closely related to the score of English writing ， and the students writing score can be improved through the training of thematic theory.Chapter 5 explores the pedagogical implications andelucidates the conclusion. Four pedagogical implications are put forward for the applica

13、tion of thematic theory to college English writing teaching in this part. They are，1) There must be some emphases on certain kind of theme types or TP patterns in the instruction ， and going too far is as bad as not going far enough. 2) Reading and writing should be combined closely in the instructi

14、on of writing，that is ， to improve writing through reading， and toimprove writing through writing itself. 3) In theinstru ction of thematic theory the students Englishlevel should be taken into consideration. 4) It is bothnecessary and profitable to enhance teachers awarenessof thematic theory ， sin

15、ce it is a challenge for teachers to teach thematic theory and it is difficult for the students to grasp the essence of the theory. Then， theconclusion is drawn， that is ， themes and TP patterns are helpful for students coherent writing ， and thestudents writing ability can be improved through the t

16、raining of thematic theory. Finally ， the limitations of this study and suggestions for future research are presented at the end of the thesis.Traditional teaching of English writing focuses onlyon the grammar， but ignores the coherence of the discourse. The present study advocates that teachers sho

17、uld pay more attention to the arrangement and internal connection as well as logical relationship of the discourses ， in order to improve the students writing ability completely when rules of grammar are also emphasized. By the study we find that the application of thematic theory to English writing is feasible ，