摘要：在过去的三十年里，人们对篇章语言学的研究表现出越来越浓厚的兴趣。作为超越句子层次的一个语言单位，篇章在理论以及应用领域都得到广泛的研究，篇章连贯，作为篇章功能的一个组成部分，也被引入国内并受到国内众多学者的重视。然而篇章连贯理论在外语教学方面的应用却差强人意，特别是在高中英语写作教学方面的应用还有很多的空白。大部分的高中英语老师将写作的教学局限在词、短语、句子以及语法的层次，对词汇以及语法结构的进行了充分地讲授和训练而对于学生的篇章意识却没有给予足够的重视。因此学生的作文里面充斥着衔接与连贯方面的失误，师生均感到写一篇连贯流畅的作文是一件困难的事情。如何改变这种局面是当前广大高中英语教师面临的一个主要问题。在这种情形下，作为一名多年从事高中英语教学的老师，作者感到将篇章连贯的理论引入高中英语的教学是一件紧迫的事情，并寄希望自己的这种探索能为真正提高学生的英语写作能力有所帮助。
首先，本文分析了目前中国高中英语写作教学的状况，本分析建立在对武汉二中高一年级部分学生的问卷调查的基础上。该问卷涉及到教师讲授写作的策略以及对学生写作的评价，师生对篇章连贯的意识以及重视程度，写作教学的过程，学生的写作策略和习惯以及写作教学的效果等等。大约200名不同班级的学生参加了这次问卷调查。调查结果显示大部分的教师和学生没有对写作中的篇章连贯理论给予应有的重视，而这个问题已经成为学生写作能力提高的障碍。在此基础上，本文作者提出了自己的假设：将篇章连贯的理论与当前高中英语的写作教学有机地结合起来也许是一种提高学生实际写作水平的良好的方式。
然后作者对相关的篇章连贯的理论做了文献综述。首先它对“篇章”以及“连贯”分别从篇章功能的角度下了定义，并且从语义层，结构层，语法层以及词汇层描述了该理论的理论框架。
如何将篇章连贯的理论应用到实际的高中英语写作教学中去是一个非常重要且比较难的事情。当前的高中英语写作教学中已经存在一些比较成熟的教学法，比如说传统的“结果教学法”以及目前比较受欢迎的“成果教学法”等等， 然而这些教学法都只强调具体的写作教学策略的本身，并没有涉及到学生篇章意识的建立以及篇章连贯策略的培养。因此如果学生对篇章连贯知之甚少的话，即使他们掌握了良好的写作策略，也难写出一篇层次清晰，意义连贯，结构完整的好的作文。 所以本文作者试图在理论与实验的基础上提出一种具有一定普遍意义的高中英语写作教学的模式来将篇章连贯的理论与当前的“过程教学法”结合起来，以指导当前高中英语写作教学。整个模式分为两个阶段：第一个阶段主要是让学生建立篇章连贯的意识并通过一定的范文讲析以及单项技巧训练的方式让学生掌握一定的保障篇章连贯的手段；第二个阶段是让学生掌握如何组织句子去发展段落以及如何组织段落去构建连贯的篇章。
为了论证作者提出的模式对提高学生英语写作水平有无指导意义，本文作者在所执教的武汉市第二中学高一年级的两个班中进行了为期三个月的教学实验。实验的结果表明应用本模式进行写作教学后，学生在构建连贯篇章方面有较大的提高，从而证明本模式对于指导目前高中英语写作教学有较好的效果。
最后作者对本文进行了总结，阐述了其局限性并同时对提高高中英语写作教学提出了自己的一些建议。
关键词：篇章连贯；高中英语写作；教学模式；实验
Abstract ：The last three decades or so have seen a considerable growth of interest in text linguistics. As a unit of language beyond sentence level, text has been widely studied in descriptive and applied linguistics. Being one of the components of textual function, text coherence has been introduced and studied widely in China and has aroused great interest of Chinese scholars. But unfortunately its application to foreign language teaching is by far not satisfactory, especially in foreign language writing teaching. Most of teachers in high schools in China limit their writing teaching to words, phrases, sentences and grammar. Explaining and practicing vocabulary and structure still remains the main task while the cultivation of textual awareness has not been taken seriously. Consequently, lack of awareness of cohesion and coherence can be found in most students’ compositions. Both the teachers and the students feel it quite difficult to produce a coherent, fluent and extended piece of writing. How to change the situation in writing teaching is just one of the main issues we English teachers have to encounter in high schools. In this case, as an English teacher in high school for many years, the writer feels it urgent to introduce the text coherence theories to high schools writing teaching, in the hope of improving students writing proficiency efficiently.
Firstly, the thesis analyzes the current situation of English writing teaching and learning in high schools in China by means of a questionnaire conducted in Wuhan No. 2 Middle School. The questionnaires concern teachers’ strategies of writing teaching, ways of assessing students writing, the awareness of text coherence, the process of writing teaching and learning, learners’ writing strategies and habits, and the effects of our English writing teaching and learning. About 200 students in different classes in this school participate in the survey. The results of the questionnaire show that most of the teachers and students don’t take the text coherence seriously in their writing teaching and learning practice and the problem becomes a great obstacle to the developing of students writing competence, hence the writer of this theses puts forward a hypotheses: the combination of the text coherence and the writing teaching and learning in high schools maybe be a good way to improve the students’ English writing competence.
Secondly, the writer does a brief review of the relevant text coherence theories. It defines the term text and the concept of coherence from the perspective of the textual function and presents a framework of the text coherence from the perspective of semantic level, structural level, grammatical level and lexical level.
How to apply the text coherence theories to the practice of writing teaching and learning is the most important and difficult matter. There are already some approaches to the writing teaching and learning in the present, such as “the product-based approach” and “the process-based approach” and so on, however, these approaches focus on the writing strategies itself but not on the awareness and strategies of the whole text coherence. If students get little knowledge about the text coherence, even if they have a good command of the writing strategies, it is still difficult for them to produce a coherent, fluent and extended piece of writing. So the writer tries to put forward a mode to combine the text coherence theories and “the process-based approach” to guide the current writing teaching and learning. The whole mode is divided into two stages: the first stage is to arouse the students’ awareness of the concept of text coherence and at the same time present detailed training strategies for the students to master the various coherent devices in the form of presenting, analyzing or appreciating the models and practicing these devices afterwards. The second stage is to get the students master some strategies on how to develop sentences into paragraphs and further into a whole coherent text.
To test whether the mode is effective in improving students’ writing competence, the writer conducts a three-month experiment with the students in two classes in Wuhan No.2 Middle School. Our experimental average results reported in this paper show the mode that combines the text coherence and English writing teaching and learning has significantly improved the writing proficiency of the students.
Finally, the writer summarizes the thesis, addresses its limitations and at the same time makes some suggestions as to the ways of improving the English writing teaching and learning in high schools in China.
Key words: text coherence; high school English writing; teaching mode; experiment
第一章 引言
写作是学生语言综合技能的体现, 是学生在综合吸收所学语言知识的基础上再创造的过程，它与语法能力及语篇能力尤其相关,是体现交际能力的一种重要形式，然而学生的英语写作却一直是个弱项, 基础阶段英语写作教学质量及学生写作水平亟待提高，学生作文中普遍存在着诸多的问题，如：师生对写作的重视程度不够，教师写作教学理论的落后，写作教学过程的随随便便，缺乏系统等等，这些问题导致学生写作产出的效率低下，以及高考中书面表达得分的偏低。在目前这个信息时代，对信息交流的要求日益增多，因此写作作为信息输出的重要手段，它的地位也日益重要，因此我们必须思考如何去寻找改进和提高高中英语教学中写作教学的途径。
