基于SPRE语篇模式的语篇设计能力对比研究——以大学英语主题演示语篇为例

A Contrastive Study on Proficiency Differences in Autonomous SPRE Textual Design——with the Case Study of College English Learners' Theme Presentation Texts

SPRE语篇模式是建立在"问题——解决"结构模式基础上的,由各个语义功能主要成分及其依据共同构成的,是人类语言在信息的交流过程中互相遵守和期待的语言规律之一。本文通过基于语域理论建构的语篇评价新机制,对大学自主学习者生成的英语SPRE主题演示语篇进行差异性分析和评价。研究发现,制约主题演示语篇生成显著性差异的主要是由学习者对SPRE语篇模式的认知差异,以及各语义功能成分在准确性和连贯性方面的选择差异造成的。在此研究的基础上,本文提出切实可行的实质建议,以期使学习者具备多角度多方式的语篇自主研究和建构能力,并能为新时期下学习者自主学习模式的探索提供理论层面和实证层面的论证支持和补充。

SPRE textual pattern, composed of four primary semantic elements, bases itself on the widely explored Problem-Solution structure, and serves as a linguistic consensus accepted and anticipated in com- municative community. This paper intends to investigate the factors contributing to proficiency differences in autonomous SPRE textual design, with the case study of college English learners＇ theme presentation texts, grounded on the Register textual evaluation system. It reveals that the leading factors are both learners＇ cognitive differences in SPRE textual pattern, and differences of diction in the accuracy and coherence of semantic elements. This paper also proposes practical suggestions to facilitate learners＇ textual design proficiency comprehensively, and provide a new perspective for the further study on current college English leamers＇ autonomous learning model theoretically and empirically.