基于篇章格律理论的大学英语“以读促写”教学模式研究

The “Reading-to-write” Model Based on Discourse Periodicity in College English Teaching

语篇不连贯是目前大学生英语写作中最突出的问题之一。以系统功能语法的篇章格律理论、输入输出假设为指导,为大学英语写作构建"以读促写"教学模式,这是解决语篇不连贯的有效思路。该思路主要包括阅读过程学生分析掌握篇章格律阶段,从读到写过程师生、同伴交流谋篇构局阶段,以及写作过程学生写作思路层级递进阶段。教师充分利用阅读语篇,引导学生将获得的可理解性语言输入转化为语言输出,完成从阅读者到写作者的转变。

Considering the incoherence of discourse as one of the most serious problems in College English writing,this paper,based on Discourse Periodicity of systemic functional grammar and Input-output Hypothesis,tries to provide the model of＂reading-to-write＂,which mainly includes the process of mastering Discourse Periodicity during reading,of creating writing outline by exchanging ideas between teacher and students and of expressing thoughts through progressive writing. Teachers are supposed to make full use of the reading materials and guide students to translate the comprehensible input into writing output to complete the transition from reader to writer.