摘要
本研究以评价理论为理论基础,借助SPSS22. 0软件,分析中国大学生高低分英语作文中的态度、介入及级差评价语义,旨在探究两组作文在评价语义的类型和表达方式上的异同。结果表明:高低分作文的态度语义类型和介入语义类型均无显著性差异;态度语义表达方式和级差语义类型均有显著性差异。本研究结合作文要求和学生语言能力对上述结果做了解释。
Based on Appraisal Theory, this research studies highly-marked and lowly-marked essays written by Chinese college students from attitude、engagement and graduation meanings through SPSS 22.0. By way of analyzing categories and expression of those evaluative meanings, this study reveals the similarities and distinctions of the two groups of essays. This research has the following findings： no significant difference is found in categories of attitudes and engagement; instead, significant differences are found in both expressions of attitude meanings and categories of graduation meanings. The findings are explained from the direction of the writing task and students’ language competence.
作者
程实
汪旋
CHENG Shi;WANG Xuan(College of Foreign Studies,Hubei Normal University,Huangshi 435002,China)
出处
《湖北师范大学学报（哲学社会科学版）》
2018年第6期140-144,共5页
Journal of Hubei Normal University（Philosophy and Social Science）
基金
湖北师范大学2017年教学改革与研究项目"智慧校园驱动下大学英语泛在学习模式研究及实践探索"(项目编号:2017032)
湖北师范学院优秀创新团队"语言及物性的接口层变异研究"(项目编号:T201515)的阶段性成果
关键词
评价
态度
介入
级差
作文
evaluation
attitude
engagement
graduation
writing
