摘要
元语篇是构成语篇的一个部分,它主要是组织构建主语篇命题,体现作者对语篇内容的态度并能反映出作者的读者意识。很多研究表明不同语言文化背景的英语学习者在使用英语元语篇手段时存在或多或少的差异。本文试图从思维模式、写作模式、写作策略等几个方面分析产生差异的原因,并探讨这种差异及其原因对英语写作教学的启示。
Discourse has two levels： primary discourse and meta-discourse. Meta-discourse is the discourse about discourse. It doesn＇t add the propositional meaning to the content, but projects the writer into the discourse and helps guide and direct his readers to organize, interpret, evaluate, and react to the propositional content. The use of meta-discourse devices varies with second language learners with different cultural background. This thesis attempts to explain cultural differences in using meta-discourse devices from three aspects： thinking pattern, writing pattern, and writing strategy. In the end this paper suggests the pedagogical implication for English writing.
出处
《新疆教育学院学报》
2005年第3期79-82,共4页
Journal of Xinjiang Education Institute
关键词
元语篇
思维模式
写作模式
写作策略
教学启示
meta-discourse, thinking pattern, writing pattern, wring strategy, pedagogical impliction
