英语学生论文写作的衔接与连贯

Riswanto Riswanto
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摘要

本研究采用描述性定性的方法,从(1)学生使用衔接和连贯的类型和(2)学生创造衔接和连贯的意识两个方面分析了学生作文中的衔接和连贯。研究对象是宾古鲁外国语学院第五学期的TBI学生。作为研究样本,采用目的抽样技术。以29名TBI 5E学生为调查对象。数据是从一份旧文件中收集的,其中包括学生写的文章。使用韩礼德和哈桑的衔接理论对结果进行定性检验,绝对量表作为巴赫曼和帕尔默连贯评定量表的基础。此外,本研究结果显示,学生使用了Halliday和Hasan编码方案,使用的指称类型为R11、R12、R13、R14、R21、R22、R23、R31、R32、R33、R34,使用的连词类型为C111、C121、C141、C142、C151、C152、C212、C213、C22、C232、C241、C311、C322、C351、C411、C42、C431、C445、C451、C452、C461、C481、C5,使用的复述类型为L1、L2、L3、L4。其次,学生使用衔接能力的比例为52.1%,使用连词的比例为40.8%。随后又进行了7.2%的重申。此外,学生建立连贯的能力平均在广泛量表(3)和完整量表(4)上。这表明学生对如何在写作中构建连贯有足够的理解。研究结果表明,在写作教学中必须重视衔接和连贯,英语教师必须充分评价学生写作的衔接和连贯,以提高学生的写作水平。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Cohesion and coherence of EFL students’ essay writing
This study analyzed cohesion and coherence in students' essay writing in terms of (1) the types of cohesion and coherence used by students and (2) students' awareness of creating cohesion and coherence by utilizing the descriptive qualitative method. Research population was fifth semester Tadris Bahasa Inggris (TBI) students at UIN FAS Bengkulu. As a research sample, the technique of purposive sampling was used. As the subject, 29 TBI 5E students were investigated. Data were collected from an old document including essays written by students. The results were qualitatively examined using Halliday and Hasan's theory of cohesiveness, and the absolute scale served as the foundation for Bachman and Palmer's coherence rating scale. In addition, this current study results showed that students used the Halliday and Hasan coding scheme, the types of references used are R11, R12, R13, R14, R21, R22, R23, R31, R32, R33, and R34, and the types of conjunction used are C111, C121, C141, C142, C151, C152, C212, C213, C22, C232, C241, C311, C322, C351, C411, C42, C431, C445, C451, C452, C461, C481, and C5 and the types of reiteration used are L1, L2, L3, and L4. Then, students' ability to build cohesion was referenced 52.1% of the time, while conjunction was used 40.8% of the time. It was then followed by a 7.2% reiteration. Furthermore, students' ability to build coherence was on the Extensive Scale (3) and the Complete Scale (4) on average. It indicates that students have a sufficient understanding of how to construct coherence in their writing. The study's findings indicate cohesion and coherence must be emphasized in writing instruction also English teachers must be adequate in evaluating the cohesion and coherence of students' writing to improve.
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