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在英语写作中,当要求用某一领域的知识来作答时,学生往往会复制内容信息,而不是重新建构知识来回答,这就是间接性言语行为。写作认知分析表明,问题与回答的不一致是由于思维活动中任务说明和修辞目标设定的局限性;而学生把问题看成是资料叙述,所以写作是受基于内容和语句的目标所驱动。从写作认知理论和Haliday功能语法主/述位概念两个角度分析学生间接言语行为,有助于了解学生的写作认知过程,同时对英语课堂写作教学有实践指导意义。
In English writing, when asked to answer a field of knowledge, students tend to copy the content of information, rather than re-construct knowledge to answer, this is indirect speech act. The cognitive analysis of writing shows that the inconsistency between questions and answers is due to the limitation of mission statement and rhetorical goal set in thinking activities. While students regard the problem as data narration, writing is driven by content-based and statement-based goals. It is helpful to understand students’ cognitive process of writing from the perspectives of writing cognitive theory and Haliday functional grammar master / rheme, and it is also practical and instructive for writing teaching in English class.