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Chinese Students' English Writing cohesion and coherence of

Author: GengJiFeng
Tutor: LiuJunLi
School: Capital Normal University
Course: Curriculum and Pedagogy
Keywords: Join Coherent Stimulate ideas back Writing results Writing Process Migrate
CLC: H319
Type: Master's thesis
Year: 2011
Downloads: 152
Quote: 0
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Abstract

Whether the sentence convergence close, coherent paragraphs relations are clear, often determines the quality of an article. Articles used means of cohesion and coherence as a measure of an article can be good or bad of a standard. Chinese students tend to be able to write a grammatically correct article, but it is difficult to write a sentence close convergence, Duanluofenming foreign language articles, the spirit of this question, this study analyzed the two have different levels of Chinese students Chinese English Writing results and the characteristics of the writing process, discuss their results in English and Chinese writing means of cohesion and coherence as well as the similarities and differences between the two in the writing process of thinking how to achieve cohesion and coherence of articles. This study uses a stimulating ideas back, interviews and analysis of three kinds of cohesion and coherence means, through the text from the China University of Mining Law two freshman non-English major students' writing results and analysis of the writing process to explore these two Chinese names have different levels of Chinese college students how to write in Chinese and English language to achieve convergence and coherence, as well as both in the pre-writing, writing and writing is how to proceed after the article thinking to achieve cohesion and coherence. Writing outcomes analysis is mainly by means of functional units Lieber theory, the two students in the English essay is divided into small units, and then made according to Halliday and Hasans five Cohesion as the standard for analysis. Analysis of the writing process is mainly through follow-up interviews with sound thinking and approach to the analysis of two students in pre-writing, writing, writing in English after thinking activity. The main conclusions of this study, the results are as follows: first, whether it is written in Chinese or in English writing, two students are accustomed to the use of lexical cohesion means to achieve the convergence of the language. Second, the two students to complete both in English and essay into a linear development, which shows two students are accustomed to using linear thinking of ways to achieve consistency of language, which further illustrate the second language writing habits also affect native writing habits . Third, the choice of cohesive, two students are very different. High level of Chinese students in English writing using a large number of directives, conjunctions, and less use of lexical cohesive statement means to achieve convergence. With this situation would reverse, low level of Chinese students in English writing was more inclined to use lexical cohesion means, but rarely use conjunctions and directives to achieve convergence statement. Studies have shown that the process of writing, first of all, two students with native language for thinking, generating ideas, organizing statement, but both in the mother tongue of time thinking but there is a big difference: the relatively high level of Chinese students, the main language of thinking concentrated in writing before and after writing, before writing the mother tongue of the students to use the idea of staging, in writing after the student thinking through language, to check whether the article written by fluent, convergence is reasonable. Relatively low level of Chinese language students thinking mainly concentrated in the writing process, by means of native tissue content, search words, words and sentences, and rarely consider whether the article fluent, convergence is reasonable. After writing rarely read articles, check whether the statement coherent. Secondly, the high level of Chinese students Chinese writing some methods also migrated to the English writing, such as writing prior to scratch for holistic thinking, attention to words and sentences writing process, writing after reading through articles. These are derived from the act of writing his Chinese writing habits. According Conclusions suggestions: First, writing in English teaching should be cohesive training. Allows students a clear distinction in English Writing Cohesion. Second, in the teaching of writing, encourage students to write before and after writing the whole idea of using the mother tongue, check whether the content is written coherent. Third, improve their Chinese level, Chinese students good habits, these good Chinese learning behavior in different ways to migrate to the students' second language writing.

Chinese Students' English Writing cohesion and coherence of

Abstract

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