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Study of Grammatical Metaphor in English Writing for Chinese College Students

Author: WangHaiZuo
Tutor: XuDeFa
School: Xi'an University of Technology
Course: Foreign Linguistics and Applied Linguistics
Keywords: Grammatical metaphor theory Ideational Metaphors Interpersonal grammatical metaphor Nominalization Teaching College English Writing
CLC: H319.3
Type: Master's thesis
Year: 2011
Downloads: 60
Quote: 1
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Abstract

College English writing is more difficult acquisition of a skill, To solve this problem, this study attempts to use Halliday's grammatical metaphor theory teaching experiment is based on the theory, under the guidance of the use of the concept of grammatical metaphor, interpersonal grammatical metaphor and name objects of instructional design, using a variety of flexible teaching methods to run teaching experiments, trying to develop new ideas for college English writing teaching reform. The teaching experiment Xi'an Industrial University, 2008 the photoelectric College and author of the Institute of Electrical and classroom four natural classes for the study, two classes as the experimental class of 80 people, the other two classes as the control class of 80 people. Experiments from March 2010 to July. Classroom teaching experiment, the process of teaching material accumulation, questionnaire, pre-test and post-test. Statistical software for statistics and analysis of the experimental material: The results showed that the vast majority of students before the experiment conceptual metaphor relevance and impact of the University of British writing no perceptual knowledge, most of the students think that English writing is very difficult; classroom teaching process Ideational metaphor for teaching students the ability to think in English, to help students in writing expressions transform sentences; interpersonal grammatical metaphor teaching students discourse coherence the nominalization of teaching to enhance the vocabulary used by the students in writing accurate and formality; 4 months after the test, whether it is the student's self-confidence or interest in learning has been greatly improved; analysis results show that the pre-test and post-test results: Before the experiment, the experimental classes and control classes English writing achievement sharing and the standard deviation of almost equal after the experiment, the experimental class writing skills than the control classes have been greatly improved, the average from 6.50 to 7.70, while the control classes from 6.56 to 6.88. The teaching experiment shows: the bold design and running of College English Writing Teaching Reform Practice Halliday's grammatical metaphor theory is feasible, the effect is obvious the Grammatical Metaphor training teaching mode and normal writing combine to improve the English writing achievement pioneering significance, also advocated. Inevitable in this process of reform, there are still some problems, such as theoretical knowledge of how to improve the theory and practice of how to better combine. These issues need to be follow-up study to continue to address.

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CLC: > Language, writing > FOREIGN > English > Language teaching > Teaching method
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