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通过对非英语专业双语班初级写作者的阐释文语料,从系统功能语言学的视角进行分析,发现参与者接触较多的故事性体裁、报告体裁和口头辩论体裁对阐释文书面体裁有严重的介入现象,究其原因在于教师教学不明晰,学习者对于写作中体裁的社会目的不明确,各种体裁能力没有均衡发展。研究对于教学的启示在于平衡合理地安排教学内容、教师自身的专业素质提高以及学生主动学习意识的提高。
By analyzing the corpus of the primary writers of non-English major bilingual classes and analyzing from the perspective of systemic functional linguistics, it is found that there is a serious genre of interpretations written by the genres of storytelling genres, reporting genres and verbal debates with more participants The reason for the intervention is that the teaching of teachers is not clear. The learners are not clear about the social purpose of genres in writing, and the abilities of various genres are not balanced. The enlightenment of research on teaching lies in the arrangement of teaching content in a balanced and reasonable manner, the improvement of teachers’ professional quality and the improvement of active learning consciousness of students.