【初中生英語(yǔ)寫(xiě)作能力的現(xiàn)狀研究（英語(yǔ)）（論文）】

PAGEV初中生英語(yǔ)寫(xiě)作能力的現(xiàn)狀研究Contents1.Introduction 61.1Researchbackground 61.2Researchsignificance 72.LiteratureReview 92.1EnglishWritingArticulation 92.1.1Logicallinks 92.1.2Connotativeexpressions 92.1.3Flexibilityoflinguisticexpression 102.2PreviousStudiesAbroadandatHome 102.2.1RelevantStudiesAbroad 102.2.2RelevantStudiesatHome 122.3TheoreticalFramework 142.3.1Discourse 142.3.2CohesionofDiscourse 142.3.3HallidayandHasan'sDiscourseArticulationTheory 163.ResearchDesign 173.1

Research

Questions 173.2ResearchObjects 173.3ResearchTools

173.4DataCollection 184.ResultandDiscussion 194.1ResearchResult 194.2Discussion 224.2.1Lackoftrainingonarticulationinwriting 224.2.2LackofknowledgeaboutthearticulationofEnglishtexts 234.2.3Lackofexperienceinapplication 245.Conclusion 255.1MajorFindings 255.2SuggestionstoJuniorHighSchoolTeachersonEnglishWritingArticulationSkills 251.Introduction1.1ResearchbackgroundEnglishwritingisnotonlyanimportantformoflanguagecommunication,butalsoanimportantmeansoflanguageoutput,andbecauseofthis,EnglishwritingoccupiesapivotalpositioninEnglishlearning.Comparedwithlistening,speakingandreading,writingrequiresthehighestaccuracybecauseitispresentedinwrittenform,andwrittenlanguageisarefinedlanguage,soittakesmoreefforttoimprovewritingability.Inordertoestablishanewconceptofforeignlanguageeducationandteaching,tograduallycultivatestudents'abilitytothinkandexpressinEnglish,andtocreatethenecessaryconditionsfortheirfurtherlearninganddevelopment,theMinistryofEducationhasformulatedtheEnglishCurriculumStandardsforFull-timeGeneralJuniorHighSchool.TheNewCurriculumStandardssetoutmorespecificrequirementsforjuniorhighschoolstudents'writingskills.TheNewCurriculumStandardrequiresstudentstomasterthefunctionsoflanguageinadditiontotheexpressiveformsoflanguage;itrequiresstudentstohavetheabilityofsimpleutteranceoutputaswellastheabilityofoveralldiscourse.Inadditiontotheteachingoflanguageknowledgeandsentence-leveltraining,theteachingofwritingshouldalsostrengthenthecultivationofcommunicativecompetenceandthetrainingofdiscourselevel.AlthoughtheNewCurriculumStandardshavesetveryclearrequirementsforstudents'writingability,therearestillmanyproblemsintherealityofjuniorhighschoolEnglishteaching.Fromtheteachers'pointofview,therearemainlyproblemsintheseaspects:firstofall,thereareproblemsinthelectures.Ontheonehand,writinglessonsreceivemuchlessattentionthanreadingandgrammarlessons.Writinglessonsareoftenscheduledattheendofaunit,andmanyteacherstendtoignorethispartofthelesson.Ontheotherhand,teachersneglecttoinstillthemeansofarticulationbeforestudentswriteandtocorrectandexplaintheproblemsofarticulationinvolvedintheessaysaftertheyhavewritten.Thesecondproblemisthatteachershaveproblemsincorrectingcompositions.LiuShangfu(1998)mentionsinhisbook"EnglishTeachingTheory"that"whetheritisthecorrectionorevaluationofcompositions,teachersmostlyfocusongrammar,vocabulary,spellingandothersentence-levelerrors,butignoretheoverallcontentofthediscourseandideas".Onceagain,thereareproblemsintheteachers'evaluationoftheessays.Duetoclasstimeconstraintsandotherreasons,asignificantnumberofteachersignoreorevenomitthispart.Thisisadirectresultofthestudents'diligentwritingandtheteachers'hardwork.Theassessmentofessaysisactuallyawayofinteractionbetweenteachersandstudents,butbecausemanyteachersignoretheproblemsofarticulationwhentheyarecorrectingessays,itisdifficultforthemtopointouttheproblemsinthisareaduringtheassessment.Theproblemsinwritingarenotcausedbytheteacher,butbythestudentsthemselves.Iftheteacher'sproblemsaremainlyinthethreelinksof"lecture-criticism-assessment",thestudent'sproblemsaremainlyinthethreelinksof"listening-writing-feedback".Whenlisteningtothelecture,studentslackedtheawarenesstopayattentiontothearticulationproblems;intheirwriting,theylackedthemethodandabilitytousearticulationtools;afterwritingtheessay,notallstudentswouldcarefullycheckandcorrecttheirmistakes,andstudentslackedfeedbacktotheteacher.Asaresult,theydonotrealizewhattheirproblemsareandmakethesamemistakesagainandagain.1.2ResearchsignificanceStrictlyspeaking,thearticulationofEnglishdiscourseinvolvesmanylevelsofEnglishphonology,vocabulary,semantics,pragmatics,andcontext,etc.However,thisthesismainlyfocusesonthenarrowlevel,thatis,thetwocategoriesofHallidayandHasan'sclassificationofthefivearticulationdevices,namely,grammaticalarticulationandlexicalarticulation,toanalyzetheuseofarticulationdevicesinstudents'compositionsandtheproblemsthatexist.Basedonthedataandresultsoftheanalysis,weproposecorrespondingcountermeasures.TheauthorhopestotakethisopportunitytoarousetheattentionofEnglishteachersandstudentstothearticulationofdiscourse,andtoproposesomepracticalmeasurestoimprovetheteachingeffect.SincemostofthestudiesontheapplicationofarticulationtheoryinEnglishwritinghavebeenconductedoncollegestudents,andnotmanyoftheminvolvejuniorhighschoolstudents,theauthorexploresthestudyofjuniorhighschoolEnglishwritingstrategiesfromtheperspectiveofarticulationtheory,whichwillenrichthestudyofarticulationtheoryinjuniorhighschoolEnglishwriting.Thetraditionalteachingmodelofwritingisextremelyresult-oriented,thatis,howtogethighscoresinthetest,andemphasizesvocabularyandgrammar,butneglectsarticulationandcoherence.Itisdifficulttoimprovestudents'writingskillsinthisway.Studentsareeagertoscorehighinthetest;teachersareeagertoimprovestudents'writing,buttheylackeffectivemethods.Inthispaper,weanalyzetheproblemsofarticulationinstudents'compositionsbyusingstudents'exercisesasacorpusandreferringtorelevantstudies,andthenproposepracticalsolutions.

LiteratureReview2.1EnglishWritingArticulation2.1.1LogicallinksAttheleveloftheoreticalresearch,HallidayandHasanhavemadeagreatcontributiontothedefinitionofthearticulationtheoryofdiscourse."ThepublicationofthebookArticulationinEnglishmarksthecreationofarticulationtheory,statingthattheproductionofdiscoursedependsonthecontinuityoflinguisticcomponentswithamutualexplanatoryfunction,andthatthecontinuityoflinguisticcomponentsisachievedbysomemeans,whichtheyregardasarticulatorymeans.""Articulationisachievedbymeansofillumination,omission,substitution,logicalconnectivesandlexicalarticulation.SinceHallidayandHasanexploredthetheoryofpartofspeecharticulationintheirbookStreetArticulationinEnglish,alargenumberofscholarshavedeepenedandexpandedthetheoryofpartofspeecharticulationandachievedfruitfulresults,suchasWiddowson,Parsonsandothershaveaddedtoandimprovedthetheoryofpartofspeecharticulation:Widdowsonpointsoutthat"theformationofdiscoursearticulationisinseparablefromthevariousinterfunctionalchunksofdiscourse.""Parsonsdevelopsthetheoryofpart-of-speecharticulationfromdifferentperspectives:"Internally,functionalblocksarethecornerstoneofpart-of-speecharticulation,andexternally,part-of-speecharticulationshouldbeconsistentwiththediscoursedomain."TheresearchofforeignscholarsonthearticulationtheoryhaslaidanimportanttheoreticalfoundationfortheteachingofEnglishwritinginhighschoolstoimprovestudents'awarenessofthearticulationofdiscourse.2.1.2ConnotativeexpressionsThearticulationtheorybelievesthattranslatorsareneverindependent"thirdparties"whoaresimplyengagedintexttranslationwork,andcannotturntexttranslationworkintoamere"one-size-fits-all"actoftexttranslation,butshouldpayfullattentiontothecommunicationandexchangebetweentheauthorofthesourcetextandthereader,soastoachievetheintercommunicationbetweenthetwosidesintermsofthoughtsandemotions.Theultimategoalofthetheoryoftranslationofdiscourseistoachieveabetterunderstandingofthetext.Theultimategoaloftranslationtheoryistoachievebarrier-freecommunicationbetweentheauthorandthereaderthroughtranslationwork,sothatthereadercanintuitively,clearlyandaccuratelyfeeltheintuitivemeaningofthesourcelanguageandthepotentialideasthattheauthorwantstoexpress,asifheisreadingthesourcetext.Therefore,atthisstage,inadditiontocultivatingtheflexibleapplicationofvarioustranslationtechniques,Chinesetranslatorsmustalsoenhancetheirawarenessofthecommunicationbetweentheauthorandthereaderofthesourcetext.Ontheonehand,translationworkersshouldbeguidedtostrengthentheirresearchonthecreativestyle,motives,characteristicsandthoughtsoftheauthorofthesourcetext;ontheotherhand,theyshouldalsobemadetoattachimportancetothereadingpurposesandfunctionsofthereaders,soastoachievebarrier-freecommunicationandexchangebetweentheauthorofthesourcetextandthereadersonthebasisofmeetingtheneedsofthereaders.Suchanapproachwillfurtherenhancethetranslationleveloftranslators,strengthentheirscientificandtechnicaltranslationability,andenhancetheeffectivenessofcross-culturalcommunication.2.1.3FlexibilityoflinguisticexpressionConventionalliterarytranslationworkplacesgreatemphasisontheperformanceofkeywordsandphrasesinaparticularsentence,andseeksconsistencyintheuseofwords,phrasesandsentencesbetweenthesourcetextandthetranslatedtext,andthenflexiblycombinestheorderofwords,phrasesandsentencesaccordingtothecharacteristicsofChineseexpressioninordertoconveytheideasofthesourcetext.Ifwesticktospecificwords,phrasesandsentencesintranslation,itwillinevitablybringabouttheproblemofrestrictedexpression,resultinginproblemssuchasstifflanguage,misleadingwordsandsentences,andevendeviationsinmeaninginthetranslatedtext.Incontrast,thearticulationtheoryfocusesontheflexibilityofthelanguageexpressionofthetranslation,withthefundamentalaimofaccuratelypresentingthewrittenmeaningandinnerthoughtsofthetext.Therefore,thistheoryisflexibleintheuseoflanguageinpractice,andcanevenusepersonalorconventionalwords,phrasesandsentencesinourlanguagetodescribethemeaningofkeywords,phrasesandsentencesafteraccuratelygraspingtheirmeaning.Thisthenallowsthetranslatortonolongerbelimitedbytherawpresentationofthesourcetext,enhancingboththeaccuracyoftheexpressionofmeaningandthereadabilityofthetranslatedlanguage,andmoreimportantly,theuniversalityofthetranslation,whichisparticularlyimportantintheprocessoftranslatingliteraryworks.2.2PreviousStudiesAbroadandatHome2.2.1RelevantStudiesAbroadInthe1960sand1970s,linguistsandscholarsinforeigncountriesconductedmoredetailedstudiesonthearticulatorydevicesinEnglishwriting,mainlyincludingtheoreticaldiscussionsandstudiesontherelationshipbetweenarticulatorydevicesandwriting.Attheleveloftherelationshipbetweenarticulationdevicesandwriting,manyforeignscholarshaveconductedstudiesonEnglishwriting,articulationdevicesandtherelationshipbetweenthem.Forexample,Elier,Bamberg,Maculley,Crowhurstandothershaveallarguedfortherelationshipbetweenarticulationandthequalityofwriting.Intermsofthefrequencyofuseofvariousarticulationdevices,BambergandElier'sanalysisofvariousarticulationdevicesinstudents'compositionsshowsthat:"Conjunctivearticulationisthemostfrequentlyusedandbestusedarticulationdeviceinstudents'compositionscomparedtootherarticulationdevices.""Secondly,syntacticarticulationisanimportantfactorinavoidingrepetitionandenhancingthecoherenceofthetext."Theabovestudiesclarifythatvariousarticulationdeviceshavetheirownrolestoplay,butworktogethertoimprovethequalityofdiscoursearticulation.InacomparativestudyanalysedfromthecompositionsofsecondlanguagelearnersandnativeEnglishspeakers,"theuseofdiscoursearticulationdevicesinthecompositionsofsecondlanguagelearnerswasmuchlowerthanthatofnativeEnglishspeakers,indicatingthatsecondlanguagelearnersareinfluencedbytheirnativelanguageandarerelativelylessawareoftheuseofdiscoursearticulationdevicesintheirEnglishcompositions."Macul1ey'sresearchsuggeststhatitisimportanttofocusonovercomingnegativenativelanguagetransferinEnglishlanguageteaching,tounderstandandgraspthesimilaritiesanddifferencesbetweennativeandsecondlanguagearticulationdevices,andtopayattentiontothescientificuseofarticulationdevicestoenhancethearticulationoftexts.Crowhurst'scomparativestudyofessayandexpositoryessaysinthreegradesshowsthat"therearesignificantdifferencesintheuseofarticulationbetweenstudentsatdifferentlevels,butthecorrelationbetweengradelevelandthefrequencyofarticulationislow.articulatorydeviceswerelesscorrelated.""Crowhurst'sresearchsuggeststhattherelationshipbetweenlexicalarticulationandcompositionqualityshouldbetakenintoaccountCrowhurst'sresearchsuggeststhatattentionshouldbepaidtotherelationshipbetweenlexicalarticulationdevicesandthequalityofwriting,andtotheoutputandoptimisationofvocabularyintheEnglishwritingprocess.ThedevelopmentandrefinementofthearticulationtheorybyforeignscholarshasprovidedimportanttheoreticalguidancetoChinesescholarsintheirresearchinthisarea.However,thereisalackofresearchonhowtocombinethearticulationtheorywiththeteachingofEnglishwritinginseniorsecondaryschools,andhowtoanalyzethearticulationerrorsofstudents'compositionsinordertoenhancestudents'awarenessofarticulationandcoherenceandimprovethequalityoftheirwriting.2.2.2RelevantStudiesatHomeThechapterarticulationtheoryproposedbyHallidayandHasanhasarousedtheinterestofmanyscholarsinChina.Sincethe1980s,manyscholarshaveappearedinChinatosupportandvalidatethetheoryofarticulationinwriting,mainlyatthetheoreticalandempiricallevels,whichhashadfar-reachingimplicationsfortheteachingofwritinginChina.Atthetheoreticallevel,thetheoryofdiscoursearticulationhasbeenexploredbydomesticscholarssince1980."HuZhuanglinaddedinhisworkTheArticulationandCoherenceofDiscoursethattheand-aspectrelation'sandisomorphicrelationsalsobelongtothemeansofarticulation,andthisclassificationenrichesthecategoryofstructuralarticulation."ZhuYongshengetal.conductedacomparativestudyofthetwodiscoursearticulationdevicesbetweenEnglishandChinese,mainlyanalysingthedifferencesbetweenEnglishandChineseintermsoftwoaspectsofsyntacticarticulation:illocutionaryarticulationandsubstitutionarticulationandlexicalarticulation:repetitionarticulation,homonymic-transitivearticulation,contextualarticulationandcollocationarticulation,aswellasintheirroleindiscoursearticulation.ThishasprovidedlaterresearcherswithadeeperunderstandingofthedifferencesbetweentheEnglishandChinesemeansofdiscoursearticulation.Atthelevelofempiricalresearch,DongJunhong,LiXiaozhen,LiZhixue,LiChangzhongandGuoQianyuhaveallcategorisedthediscoursearticulationerrorsinstudents'compositions.Fromtheanalysisofdifferentarticulationerrors,"DongJunhongsummarisedthefrequentarticulationerrorsinstudents'essaysandfoundthatstudentsusuallyusedimproperpersonalpronounsintheirwriting,suchasmisusingthesubjectastheobject,confusingadjectivalpossessivepronounswithnounpossessivepronouns;thesecondcategoryoferrorsmainlyshowedthattherelationalpronounsreferredtoinconsistentormissingsubjectsintheilluminationThesecondtypeoferroristheinconsistencyorlackofsubjectinthereference,whichismainlyduetothe'zeropronoun'ofthemothertongue.Intermsofconjunctions,theChineseandEnglishexpressionhabitsaremoreobvious,forexample,manystudentsoftentransferthecustomaryusageofconjunctionsinChinesetoEnglishintheirwriting,becausetheconjunctionsinChinesegenerallyexistincorrespondence,whilesomeconjunctionsinEnglishonlyappearinacertainwaytounderstandthesemanticrelationship,resultingintheredundancyofconjunctionsinstudents'Englishcompositions.Studentsrepeatedlyusedcertainconnectivesintheirwriting,suchasbecause,so,although,butandseveralotherconnectives,indicatingthatmanystudentswereunfamiliarwitharticulationwordsinEnglish."Thisstudygaveusaclearerunderstandingofthetypesofarticulationerrorscommonlyfoundinstudents'compositions.Analysedfromtheperspectiveofdiscourseanalysis,Liconductedsomeresearchonstudents'lexicalarticulationerrors.Itwasfoundthatduetotheirlimitedvocabulary,studentswereunabletoquicklyassociatewordsinthesameregisterasthem,thusresultinginaboringandhomogeneoususeofwords."Inherpaper,shesuggestsstrategiestoaddressthisproblem,namelyencouragingstudentstobemoreexposedtothecultureofthetargetlanguage,tounderstandthemultiplemeaningsofwordsinsentences,andtosuggestthatteachersshouldsummarisethevocabularyofaparticularlanguagedomainintimeandreinforcestudents'understandingofthevocabularywithexamples.Itisalsopointedoutthatcollocationerrorsarealsomoreobviousmistakesinstudents'compositions,andthatitisimpossibletocorrespondtocertainwordsinChineseandEnglish."LiXiaozhen'sstudyprovidesvaluablesuggestionsforteacherstopayattentiontotheteachingofvocabularychains.Forthefollowingtheauthorhasimportantinsightsintostrategiestoimprovevocabularyarticulationdevicesforjuniorhighschoolstudents.Intermsoftheanalysisoftherelationshipbetweenthemeansofarticulationandthequalityofcomposition,"Inhisstudy,LiChangzhongpointedoutthatcertainarticulationerrorsinstudents'compositionsmightinterruptthearticulationbetweenupperandlowersemantics,thusaffectingthechaptercoherenceofthewholediscourse."Forexample,thesubjectsusedsinglesubstitutionexcessivelywithoutusingsomeappropriatemeansofilluminationandomission;sentencemonotonyormisinterpretationbyreaderscanresultfromrepetitionofcertainconnectivesormisuseofconnectingwords;andlexicalarticulationislesslikelytobeachievedthroughcollocationandrepetition.Researchhasshownthatthemisuseorsingleuseofdiscoursearticulationdevicescanaffectthequalityofthearticulationofthewholechapter.Thisstudysuggeststhatstudentsshouldacquiretheoreticalknowledgeofdiscoursearticulationandbeabletouseitflexiblyintheirwritingtoavoidstructuralhomogeneity.Inadditiontosomebasicgrammaticalerrors,therearealsoproblemsofvaguepatterns,poorlogicalconnectionsandincoherentsemanticsinstudents'writing,andcompositionideasareinfluencedbyChinesewritingpatterns.ThestudyalsopointsoutthatthisismainlyduetothelackofcomparisonbetweenChineseandEnglishthinkingpatternsintheteachingofEnglishwritingandtheneglectoftheimportanceofthearticulationtheory."GuoQianyumentionedthatteachersshouldpayattentiontotheinputofdiscoursearticulationtheoryinteachingEnglishwritingbasedontheclearrequirementsofthehighschoolEnglishcurriculumstandardsforjuniorhighschoolstudents'Englishwrittenexpressionskills."Comparedtotheresearchontheoreticalaspectsofthearticulationandcoherenceofpartsofspeechinforeigncountries,theresearchonthisaspectinChinaislateandthedevelopmentofthetheoryisnotasmatureasinforeigncountries.Despitealltheconditionsandlinguisticconstraints,theoreticalresearchonthearticulationandcoherenceofdiscourseinChinahasmadesomeremarkableachievements.Inparticular,inrecentyears,academicpapersandresearchrelatedtothetheoryofpart-of-speecharticulationhavebeenfruitfulintermsofbothquantityandquality.InChina,HuangGuowenpublishedthefirstworkondiscourseanalysisusingEnglishasanexample(HuangGuowen,OutlineofDiscourseAnalysis,1988).ThiswasfollowedbytwobooksonthetheoryofarticulatorycoherencebyHuZhuanglin,whichhadagreatimpactonthestudyofthetheoryinChinaandtriggeredaboominthestudyandapplicationofthetheoryofarticulatorycoherenceindiscourse.(HuZhuanglin,ArticulationandCoherenceofDiscourse,1994)Inaddition,ZhuRongshenghasimprovedandsupplementedHalliday'slexicalarticulationbyfocusingonthephenomenonof"co-occurrence".However,mostoftheresearchinChinaonthearticulationandcoherenceofdiscoursehasfocusedonpurelytheoreticalanalysisorhasonlygraftedarticulationandcoherencetheoryontooneaspectofwritingwithoutamacrolayout.2.3TheoreticalFramework2.3.1DiscourseInafunctionallinguisticperspective,therelationshipbetweenadiscourseandasentenceisnotsimplyoneoflengthandshortness,butratheroneofconnectionasawhole,i.e.coherence.Coherenceisoneofthemostimportantfeaturesofthestructureofadiscourse,andtheauthoroftheoriginaltextmakesuseofhisownculturalbackgroundinordertosaveeffortwhilebuildingacoherentrelationshipbetweenthewholediscourseandthereader'scognitiveabilities,drawingontheknowledgealreadyinthereader'smindandtheinformationalreadyprovidedinthediscourse.2.3.2CohesionofDiscourseHanleyandHassondividedarticulationintotwocategories,grammaticalarticulationandlexicalarticulation,asearlyas1964,andHassonexploredgrammaticalarticulationinmoredetailin1968.Intheir1976bookTheArticulationofDiscourse,theystatethat"theconceptofarticulationcanbeusefullycomplementedbytheconceptofregister,sincediscourseisdeterminedbybotharticulationandregister.Adiscourseisadiscoursesegmentthatiscoherentinbothcontextandcontextandisthereforecoherentinitsdomain;itsdiscourseontologyiscoherentandisthereforearticulated.Justaswecangeneratepassagesthatseemtobewellconnectedinbothcontextandsemantics,butdonotbecomediscoursebecausetheylackarticulation,sowecangeneratepassagesthatareperfectlyarticulated,butdonotbecomediscoursebecausetheydonothavediscoursecoherence(i.e.:nocontinuoussemanticsconnectedtothecontext)."Thismeansthatinternally,acoherentdiscourseisconnectedbyarticulatoryties;externally,acoherentdiscourseshouldbeinharmonywiththecontextinwhichitisproduced.InhisbookTextandContext,VanDyck(1977)arguesthatarticulationismanifestedattwolevelsofcoherence:'linearorsequentialcoherence'and'holisticsemanticstructure',i.e."macrostructures'.Linearorsequentialcoherencerefersto"thecoherentrelationshipbetweenthecontentofanexpressionformedbyseveralsentencesoraseriesofsentenceswithrelatedmeanings"(P.95),andisexpressedinthreeways:firstly,theorderinwhichthecontentandfactsofthenarrativearestated,includingtheconventionalorderinwhichthingsareperceived;secondly,thedegreeofdetailandexplicitnessinthestatementofthefactsandcontentofthenarrative;andsecondly,thedegreeofdetailandexplicitnessinthestatementofthefactsandcontentofthenarrative.Secondly,thedegreeofdetailandexplicitnessofthefactsandcontentofthenarrative;thirdly,theorganisationanddevelopmentoftheinformationinthediscourse,andtheinteractionofknownandnewinformation.Themacro-structureofadiscoursereferstothesemanticstructurerepresentedbytheoverarchingthemethatoverlapsthewholediscourse,whichcanbeformedbyahierarchicalandregressivesemanticcondensationofthetwodeletionrulesandthetwosubstitutionrules(seeP.144-P.146),andisco-embodiedbythesub-topics.InhisbookTeachingLanguageasCommunication,Widdowson(1977:52)pointsoutthatarticulationisthedevelopmentofpropositionsbetweensentences,andthatcoherenceexpressestheextra-verbalfunctionofthesepropositions.Hesays:"Articulationreferstohowpropositionsareinterconnectedbysomestructuralmechanismtoformdiscourse;coherencereferstohowlinguisticdevicesareusedtocreatedifferenttypesofdiscoursesuchasreports,descriptions,explanations,etc.,andistheextra-verbalfunctionofthesepropositions.Thereadercomestoknowcoherencebydiscoveringboththepropositionsthatappearinacertainorderorformandtheextra-verbalvaluesthatareconsideredappropriatewitheveryone."2.3.3HallidayandHasan'sDiscourseArticulationTheoryItisgenerallyacceptedthatthepublicationofHalliday&Hasan's(1976)bookCohesioninEnglishmarkedthecreationofarticulationtheory.halliday&Hasan'sresearchondiscoursearticulationhasbeenuninterruptedandthey(Halliday,1985;Halliday&Hasan1985a)havecontinuedtoexplorealongtheirownlines,furtherdevelopingandrefiningarticulationtheory.TheseminalworkofarticulationtheoryisHalliday&Hasan's(1976)CohesioninEnglish.TheyproposedacomprehensivetheoryofdiscoursearticulationbasedonasystemicfunctionalmodelofEnglish,coveringthenowwell-knowncategoriesofillumination,substitution,omission,connectionandvocabulary.Sincethen,HallidayandHasan(especiallyHasan)havefurtherdevelopedarticulationtheory.TwostrandshavedevelopedfromHasan'sarticulationtheory:MichaelHoey's(2000)lexicalarticulationtheoryintheUK,andJ.R.Martin's2004attempttodistinguishbetweenarticulatorychainsandarticulatorybundlesandthearticulatorysystemasawhole.

ResearchDesign3.1

Research

QuestionsEnglishwritingrequ