漢語篇章銜接方式及應(yīng)用.pdf

1、華中科技大學(xué)碩士學(xué)位論文漢語篇章銜接方式及應(yīng)用姓名：李紅玉申請學(xué)位級別：碩士專業(yè)：漢語國際教育碩士指導(dǎo)教師：鄒哲承2011-06-02II華 中 科 中 科 技 大 學(xué) 碩 士 學(xué) 位 論 大 學(xué) 碩 士 學(xué) 位 論 文 Abstract The study of textual theory has become a hot topic in the field of linguistics in recent years, obt

2、aining abundant achievements either in searching cohesion theory or exploring the field of its application. However, there is no feasible strategy in training students discourse-writing by the approach of discourse cohes

3、ion. This article researches several applied questions in the discourse- training which connects sentences into a paragraph by the means of Chinese cohesion. The author hopes that it would be useful for classroom-teachin

4、g. The part of theoretical narration mainly borrows Halliday and Hasan’s cohesion theory as references, meanwhile, making partial amendments as well as additions according to the features of Chinese. This article discuss

5、es specifically from four aspects:reference (personal reference, demonstrative reference, zron-pronoun),substitution and ellipsis( nominal substitution and omission, verbal substitution and omission), lexical cohesion (r

6、epetition, relevance and collocation of vocabulary), conjunctions (coordinate, adversitive, causal, and order), each means of cohesion are illustrated and explained by examples. Applicative parts mainly analysis how to f

7、inish the training of discourse by the device of cohesion theory according to the cohesion effective of the above four kinds of cohesion ways in cohesion training, and the cause of applying those cohesion approaches. The

8、 source of corpora comes from after-school exercises in the text named “Chinese Course” which is using by abroad students in our university. The author believes that teachers should firstly introduce the theory of cohesi

9、on approach to students so that they can perceive the theory, and moreover, practice and apply them well in forming paragraphs, thereby, creating a paragraph by a sound applicative cohesion approach, and finally, slowly

10、transiting to chapter-writing. Only by this kind of progressive training can students understand and create a chapter better. The last part of this article analysis cohesion approaches of a chapter, which shows that refe