主位推进模式对大专生英语描写文写作连贯性影响的实证研究

The Influence of Thematic Progression On the Coherence of Junior College Students' English Descriptive Writing——An Experimental Study

本文将主位推进模式引入大专生英语描写文写作的教学中,尝试采用定量分析和定性分析相结合的双维研究模式,对39名非英语专业专科大一学生在实验前后对英语描写文写作的连贯性及作文总体水平进行评估分析。实验借助统计软件SPSS11.5将所得数据进行了描述统计、独立样本T检验及相关分析。在此定量分析的基础上,又进行了定性分析——样本分析和问卷分析。结果显示:学习了主位推进模式后,被试学生英语描写文写作的连贯性得分及作文总分均得到了显著提高。

In this paper, the Thematic Progression is introduced into the English descriptive writing teaching to the junior college freshmen. A quantitative-plus-qualitative study is applied in this research. Data are collected from the grading of 3 writing tasks written by 39 non-English majors of junior college freshmen before and after the experiment, and are processed by using the descriptive statistics, independent samples T-test and correlation analysis of the statistical software SPSS 11.5. The results show that after learning the Thematic Progression, both the coherence grading and the full composition grading of these students＇ English descriptive writing have all been significantly boosted.