英语写作中间接性言语特征分析

An Analysis of Obliqueness in English Writing in Views of Cognitive Process and Theme/Rheme

在英语写作中,当要求用某一领域的知识来作答时,学生往往会复制内容信息,而不是重新建构知识来回答,这就是间接性言语行为。写作认知分析表明,问题与回答的不一致是由于思维活动中任务说明和修辞目标设定的局限性;而学生把问题看成是资料叙述,所以写作是受基于内容和语句的目标所驱动。从写作认知理论和Haliday功能语法主/述位概念两个角度分析学生间接言语行为,有助于了解学生的写作认知过程,同时对英语课堂写作教学有实践指导意义。

In writing, when required to use knowledge in a given context to fulfill a task, many student writers tend to copy the original content instead of restructuring it to answer the focal demand of the question. This is an oblique answer. This paper analyses obliqueness as a writing problem in views of cognitive process theory and Halliday＆#39;s functional grammar, using from the concepts of Theme / Rheme. A cognitive study of oblique answers in writing suggests that the lack of fitness between answer and question arises from limitations in the mental processes of task interpretation and rhetorical goal setting. The student writer interprets the task as an information recount task, and therefore the writing is driven by goals that are essentially content- and sentence-based. A theme/Rheme analysis of obliqueness reveals that inappropriate choice of information for Theme contributes towards the difference between an oblique answer and question. Analyzing obliqueness in students＆#39; writing from in views of cognitive process and Theme/Rheme un-covers insights into students＆#39;composing processes that have implications for the practical writing classroom.