基于语篇分析理论的高三英语语法教学研究 51页

记Ｉｉ＾ｒｔ＾／写，＾ｉ５，．，養终舊ｆ，響ｉ．锡．■．＾＞＾ｕ爵豬离＂ｉ爲ｚ．／＇以．為咬笨：，．ａ．势爲ｗ’「’．禪誦巧．夺Ｉ，ｋ．．參１ｐ心ｉ．；｜ｖ挈謹．ｎｔＪＭ２＿．．ｎ０．．．：？如Ｐ日．．．乳．ｖ．＇鑽議；．，．．，．＾、．．参冷裤齡／两寬ｉ３？＃ｉ＾挪：先；知挺－－声擎贈．．屬ｖ，．＾奪．ｉ４．杉ｖ衣顧＾／：．巧寺专心学位＾合；疫Ｖ：ｉｆ＇＾＞ｚ；．：，袭＼＾：齊Ｉ資语理齡馆ｆ规違舊就ｉ新祗Ｊ究．１＇接、＞Ｖ侮＃＂．？．．襄．Ｉ戸靴§１扇丽恥破Ａ马：．‘Ｕ｜；ｃ？？ｒ．＾Ｓ＾。Ｉ＾Ｍ＾Ｉ；．涕：Ｉ’：．古、‘＾＾部．：‘．蠢。．，．；户‘．＾磅雀禱如蠢舊議舊餐齋＾奇孩．．＾義句玄‘转－．．：參缉导藻游．若＾．．．，黎＇．疆和證‘、？．＇韦．聲Ｈ．￥管義，侮：遍一讚．皆夏讀Ｎ７业＾别：ｉＩ？ｔ，，島．：瑪；．０业加诚麵鮮巧辦：著」；．儀ｔ．＇名怕ｇ零损乃占＂援ｆ．＾＊Ｓ名；ｒ就＇＇＇以－Ｕ．＂Ｉ每Ｊ巧：／梦＾１Ｉ．－．．＾．叩．＾．．’节．哀４＾、’＾簿记辑今韦，‘；茄，；：．舉Ｊ祭共：＾挣＾￣滸售护瑚；非势’＾，祕诗成刮較少知．惠＃一泉、八批－ 内蒙古师范大学硕士学位论文中文摘要语法在英语学习中起着重要的作用。怎样有效的教授中学英语特别是高三英语一直是一线英语教师和教育专家关注的问题。新课程标准要求语法教学要通过语篇让学生学习掌握语法知识,然而，自从教改执行以来，传统的以句子为主的语法教学一直影响着许多一线教师。记忆语法规则并用语法规则做单句训练仍然是许多高三英语老师的语法课堂的主要教学内容。为适应新课程标准的要求，2014年国家教育部考试中心调整了试卷结构,用语篇型语法填空取代了单项选择题。语篇型语法填空考查考生在语篇中综合运用语法知识的能力。根据系统功能语法创始人韩理德的观点，三元功能当中的语篇功能是表示语言功能意义中一个不可或缺的部分，语篇分析必须以语法为基础，语篇分析也就离不开语法分析。系统功能语法中语篇功能的语篇分析理论为语篇型语法填空提供了理论指导。语篇型语法填空为高三语法教学提供了能够考查学生在语篇中综合运用语法知识的语篇。所以作者尝试将语篇分析理论运用到高三语法教学中，具体的应用在本实验的语篇分析理论主要有语篇语境，语篇衔接，连贯和语篇主位和述位。实验从2015年9月初开始持续五个月左右。实验开始前进行实验前测，五个月之后，在2016年1月底进行后测。实验对象是包头市包 内蒙古师范大学硕士学位论文钢四中的高三的两个班的学生。控制组用传统的语法教学。实验组用语篇分析理论教学。语篇分析理论教学分两个阶段，第一阶段主要讲授基本的理论。第二个阶段引导学生分析使用语篇分析理论，也就是以语篇分析理论进行语法教学。实验结束后，作者收集分析了前测后测的数据，并用SPSS19.0进行数据分析。结果是令人满意的。实验后实验组的成绩不仅比控制组有明显的提高，而且标准差也有明显减少。所以基于语篇分析理论的高三英语语法教学是有效可行的。关键词：语篇分析理论,高三语法教学,语法填空,实验研究 内蒙古师范大学硕士学位论文ABSTRACTGrammarplaysanimportantroleinEnglishstudy.Howtoteachgrammarinmiddleschool,especiallyinseniorthreeeffectively,isacontinuousfocusformanyEnglishteachersandeducationalexperts.However,sincetheNewCurriculumReformwasimplementedformanyyears,traditionalgrammarteachingmethodbasedonsentenceshasstillhadagreatinfluenceonmanyteachers.Memorizinggrammaticalrulesanditemsanddoingexercisesinsentencesarestillthefocusinmostseniorthreegrammarclasses.In2014,theMinistryofEducationstartedusinganewtesttypeofgrammar:grammaticalfilling.Grammaticalfillingreplacedthemultiplechoices.Theshiftreflectsthechangeoftheconceptofgrammarteaching---highlightingdiscourse.Thenewtypeoftest,grammaticalfilling,istotesttheexaminees‟comprehensiveapplicationofgrammarknowledgeinthediscoursecontext.Besides,accordingtoHalliday,theoriginatorofsystemicfunctionalgrammar,textualfunctionistheindispensablepartinconveyingthemeaningoflanguagefunction.Discourseanalysisisbasedongrammar,thusdiscourseanalysiscan‟tgowithoutgrammaranalysis.Therefore,discourseanalysistheoryofsystemicfunctiongrammarprovides 内蒙古师范大学硕士学位论文theoreticalbasisforgrammaticalfilling.Discourseanalysistheoryprovidestheoreticalbasisforgrammaticalfilling.Meanwhile,grammaticalfillingprovidesdiscoursematerialsforseniorthreegrammarteaching.Therefore,theauthorattemptstoapplydiscourseanalysistheorytoseniorthreegrammarteaching.Thespecifictheoriesusedintheexperimentarecontextofdiscourse,cohesionofdiscourse,coherenceofdiscourseandthemeandrhemetheory.Allthesetheorieswereillustratedclearlyandsystematicallyinthethesis.TheexperimentbeganinearlySeptember2015,lastingabout5months.Pre-testandpost-testwereemployedintheexperiment.Pre-testwastakenonearlySeptember2015,thecontentofwhichwasthegrammaticalfillingofthe2014NationalCollegeEntranceExaminationII.Afterabout5months,post-testwastaken.Participantsintheexperimentwere80seniorthreestudentsinBaotouSteelandIronNo.4MiddleSchool.TraditionalEnglishgrammarteachingmethodwasusedinthecontrolgroupandthemethodbasedondiscourseanalysiswasemployedintheexperimentalgroup.Theexperimentwasdividedintotwostages.Instageone,specifictheoriesappliedtogrammaticalfillingwereintroducedtostudents.Instagetwo,thestudentswereguidedtoanalyzethespecifictheoriesappliedingrammaticalfilling.Havingfinishedtwotests,thepre-testandthepost-test,theauthorcollectedandanalyzedthedataofthemusingSPSS 内蒙古师范大学硕士学位论文19.0.Theresultswereasithadbeenexpected.Intheexperimentalgroup,notonlyhadthehigherscoresbeenresultedinaftertheexperiment,butthegapbetweenpoorandgoodperformancehasbeenreducedaswell.Itisobviousthatseniorthreegrammarteachingmethodbasedondiscourseanalysisiseffective.KEYWORDS:DiscourseAnalysisTheory，GrammaticalFilling，SeniorThreeGrammarTeaching，ExperimentalResearch 内蒙古师范大学硕士学位论文ContentsChapterIIntroduction.....................................................................................................11.1Thebackgroundofresearch.......................................................................................11.2Purposeandsignificanceoftheresearch....................................................................21.3Thestructureofthethesis...........................................................................................3ChapterIILiteraturereview...........................................................................................52.1DiscourseandDiscourseAnalysis.............................................................................52.1.1DefinitionofDiscourseandDiscourseAnalysis.................................................52.1.2StudiesonEnglishTeachingandDiscourseAnalysisAbroad............................62.1.3StudiesonEnglishTeachingandDiscourseAnalysisatHome..........................62.2TheoreticalBasis........................................................................................................72.2.1TheMacroAnalysisofDiscourse.......................................................................72.2.2TheMicroAnalysisofDiscourse........................................................................92.3GrammaticalFilling.................................................................................................132.3.1ExaminingPurposeofGrammaticalFillingandItsTheoreticalBasis.............132.3.2FeaturesofGrammaticalFilling........................................................................14ChapterIIIResearchMethodology.................................................................................173.1Researchquestions...................................................................................................173.2Subjects....................................................................................................................173.3Instruments...............................................................................................................183.4ResearchProcedure..................................................................................................183.4.1Introductionofdiscourseanalysistheorycontributingtoseniorgrammarteaching.......................................................................................................................193.4.2Applicationofdiscourseanalysistoseniorthreegrammarteaching................233.5Datacollectionandanalysis.....................................................................................27ChapterIVResultsandDiscussion..................................................................................28 内蒙古师范大学硕士学位论文4.1Theanalysisofstudents‟performanceingrammaticalfilling.................................284.2Discussion................................................................................................................29ChapterVConclusion.......................................................................................................315.1Summaryoftheresearch..........................................................................................315.2Implications..............................................................................................................325.3Limitationsoftheresearch.......................................................................................32References...........................................................................................................................33AppendixI..........................................................................................................................35TheMaterialsUsedtoAnalyzetheDesignofGrammaticalFilling..............................352015NationalIGrammaticalFilling.............................................................................362014NationalIIGrammaticalFilling............................................................................372015NationalIIGrammaticalFilling............................................................................38AppendixIIPre-test..........................................................................................................402014NationalCollegeEntranceExaminationIIGrammaticalFilling..........................40AppendixIIIPost-test........................................................................................................412007GuangdongCollegeExaminationGrammaticalFilling........................................41Acknowledgements............................................................................................................42 ChapterIIntroductionChapterIIntroduction1.1ThebackgroundofresearchAsisknowntoall,grammarplaysanimportantroleinlanguageacquisition.Languageacquisitionisjustlikebuildingahouse.Vocabularyisbricksandgrammarisconcreteirons,whichisthekeytothestructureconstruction.Masteringgrammarcanhelptouselanguagemucheasierandcanhelptoimprovetheabilitytoemploythelanguage.Inthemiddleschool,especiallyintheseniormiddleschool,masteringbasicgrammaticalknowledgecanmakeabigdifferenceinEnglishstudylateron.Itisobviousthatgrammarteachinginseniormiddleschoolisofgreatsignificance.However,Englishgrammarteachinginseniormiddleschool,especiallythegrammarteachinginseniorthreehasalwaysbeenatoughproblem.Traditionalgrammarteachingmainlyfocusesonthememorizingofthegrammaticalrulesanditemsanddoingexercisesusingthem,neglectingitscommunicatingfunction.Studentsfeelitboringtostudygrammarsandteachersfindithardtoteachgrammarefficientlyinseniorthree.IntheEnglishCurriculumStandardsforSeniorHighSchools(2003),itisrequiredthatseniorhighschoolstudentsshouldlearnandmasterEnglishbasiclanguageknowledge,includingphonetics,vocabulary,grammar,functionandtopicsfiveaspects.(TheMinistryofEducation,2003:14)Therequirementsindicatethatpropergrammarteachingmethodsshouldbeemployedtomeetthenewcurriculumstandards.However,traditionalgrammarteachingmethodbasedonsentencesisstillbeingusedinmostclasses.In2014,theMinistryofEducationstartedusinganewtesttypeofgrammar:grammaticalfilling.Grammaticalfillingreplacedthemultiplechoices,testingthevocabularyandbasicgrammaticallanguageinthediscourse.Traditionaltesttypeofgrammarmainlyexaminestheexaminees‟memorizingabilityofsimplegrammaticalknowledgeandstructureinsentencesbutitcannotexaminetheexaminees‟abilitytocommunicateeffectively.(Heaton,2000:34)SoitcannotmeettherequirementsoftheEnglishCurriculumStandardsforSeniorHighSchools,thatis,cultivatingthe1 内蒙古师范大学硕士学位论文students‟abilitytouselanguagecomprehensively.Grammaticalfillingistotesttheexaminees‟comprehensiveapplicationofthegrammarknowledgeinthediscoursecontext.Itmainlyexamineswhethertheexamineescanidentifywhatcoherentmeansofthevocabulary-grammarknowledgetheauthorusesandhowtheseknowledgeisusedtomaintaincohesionandcoherenceofthediscourse,andthustheintegrationoflanguageknowledge,languagestructureandlanguagemeaningcanbefulfilled.Eventually,thecommunicativefunctionoflanguagecanbeachieved.Therefore,basedontherequirementsoftheEnglishCurriculumStandardsforSeniorHighandbasedonthetestingpurposeandthefeaturesofgrammaticalfilling,theauthorattemptstoadoptanovelmethodofseniorthreegrammarteaching---basedondiscourseanalysistheory.Asfarastheauthor‟sconcerned,seniorthreegrammarteachingshouldfocusontheapplicationofgrammarknowledge,suchastense,voiceandconjunctions,andsoon,inthediscoursecontext.Moreimportantly,grammaticalfillingprovidesthediscourseforseniorthreegrammarteaching.Byanalyzingdiscourseanalysistheoriesingrammaticalfilling,notonlycangrammarknowledgebereviewedbutalsothestudents‟abilitytousegrammarknowledgecomprehensivelyinthediscoursecanbeimproved.Atthesametime,itcanhelpstudentstoimprovetheirabilitytodealwithgrammaticalfilling.Therefore,theauthorholdsthebeliefthatseniorthreegrammarteachingcanbeachievedthroughdiscourseanalysisingrammaticalfilling.Thus,thestudyfocusesontheapplicationofdiscourseanalysistoseniorthreegrammarteaching.1.2PurposeandsignificanceoftheresearchTheresearchofthistopicistomeettherequirementsoftheEnglishCurriculumStandardsforSeniorHighSchoolsandtosatisfytherequirementsofthenewtesttype,grammaticalfilling,improvingthegrammarteachinginseniorthree.Therefore,itaimstotrytofindapropermethodingrammarteachinginseniorthree,helpingstudentstolearneffectivelyandimprovetheirabilitytousegrammarknowledgecomprehensivelyinthediscourse.Atthesametime,itcanmakegrammarrevisionnolongersodullandboring,andconsequently,itcanchangetheattitudesofstudentstoseniorthreeEnglish2 ChapterIIntroductiongrammarlearning.Theoreticallyspeaking,discourseanalysistheoryisinaccordancewiththetheoreticalrequirementsofthenewtypeoftest,grammaticalfilling.ItfillsinthegapinthefieldofapplyingdiscourseanalysistheorytoEnglishgrammarteachinginseniorhighschoolespeciallyinseniorthree.ThepreviousresearchesmainlyconcentrateontheapplicationofdiscourseanalysistheorytocollegeEnglishreadingteaching,andsomearerelatedtoreadingteachingandlisteningteachinginseniorhighschool.However,fewstudiesontheapplicationofdiscourseanalysistheorytogrammarteachingareimplementedinseniorthree.Practicallyspeaking,thestudyaimstofindanovelwaytochangethecurrentsituationofEnglishgrammarteachinginseniorthree.TheauthorsuppliesanewgrammarteachingmethodforEnglishteachers,thatistosay,teachingEnglishgrammarbasedondiscourseanalysistheory.ByapplyingdiscourseanalysistheorytoEnglishgrammarteaching,theEnglishteachersorganizetheirteachingfromthediscourseperspectiveratherthanthememoryofthegrammaticalrulesanditemsintheseparatesentences.Thus,itcanimprovethestudents‟abilitytouselanguagecomprehensivelyandcanbehelpfultofulfillingthecommunicatingfunctionofEnglish.1.3ThestructureofthethesisThisthesisismadeupoffiveparts.Introductiongivesadetailedintroductionofthebackground,purpose,significanceandoverviewofthethesis.Parttwoisliteraturereview,inwhichtheauthorprovidesadetailedillustrationoftheformerstudiesofdiscourseanalysisathomeandabroadandalsotheauthor‟sownevaluation.Besides,inthispart,italsodescribesthetheoreticalbasiswhichgivesaclearanddetaileddescriptionoftheoriesrelatedtodiscourseanalysis,suchasgenre,cohesion,coherenceandthemeandrhemetheoryandsoon.Inpartthree,theresearchmethodologyispresented,inwhichtheauthorprovidesadetailedillustrationoftheresearchquestions,subjects,instruments,procedures,datacollectionanddataanalysisaswell.Partfourprovidesthefindinganddiscussion,inwhichtheauthordiscussestheresultsoftheresearchanddiscussthereasonsforthedata,whichwerecollectedfortheresearch.3 内蒙古师范大学硕士学位论文Conclusionisinthelastpart,inwhichthesummaryoftheresearchaswellasimplicationsandlimitationswillbepresented.4 ChapterIILiteraturereviewChapterIILiteraturereview2.1DiscourseandDiscourseAnalysisTohelpthereadershaveagoodunderstandingofthepresentstudyofthetheory,thewriterwillfirstpresentaclearintroductionofthedefinitionofdiscourseanddiscourseanalysis.2.1.1DefinitionofDiscourseandDiscourseAnalysisDiscourseistheunitofmeaning,whichreferstoasemanticcompletedspokenorwrittenparagraphatanylength.Incontextualcondition,discoursecombinestogethertheideationalculture,interpersonalmeaningandtextualmeaning.Meanwhile,discoursecantransmitcultureandreflectacertainculturalmeaning.Itisthebranchoflinguistics.Itcoordinatestherelationshipbetweenlexicology,syntax,phonologyandsemanticswiththepurposeofaccomplishingspecificcommunicationtasksorachievingsomeactsbylanguage.Asfordiscourseanalysis,itisnotonlyconcernedwithlanguageitself,instead,”italsostudiesonthecontextofcommunication—whoisinvolvedandwhatistherelationship,whatisthesituation,throughwhatmedium,whatisthefunctionandsoon”.(CaoChunchun2003:5)Ingeneral,anyitemwhichisrelatedtolanguageuseincommunicationbelongstothefieldofdiscourseanalysis.Widdowson(1980)andHalliday(1976)believethatdiscourseanalysisisthestudyofdiscoursecoherence.Brown&Yule(1983)inthebookDiscourseAnalysisputsforward“Theanalysisofdiscourseis,necessarily,theanalysisoflanguageinuse”.(Brown&Yule2000:1)MichaelMcCarthypointsout,“Discourseanalysisisconcernedwiththestudyoftherelationbetweencontextandlanguage.Discourseanalysisgrewoutofworkindifferentdisciplinesinthe1960sand1970swhichincludessemiotics,linguistics,anthropologyandsociology.”(MichaelMcCarthy1991:5)G.Cook(1989)believesthatdiscourseisacoherentstretchoflanguage,whilediscourseanalysisistheresearchandexplanationofthequalityofcoherence.5 内蒙古师范大学硕士学位论文InChina,HuangGuowenregardsdiscourseanalysisasthestudyoflanguageunitslargerthansentenceorutteranceaimingatexplaininghowpeopleconstructandunderstandvariouscoherentdiscourses.WangZongyanbelievesthatdiscourseanalysisisthestudyofhowspokenandwrittensentencesmakeuplargerunitssuchasparagraph,conversation,interviewandsoon.Inconclusion,discourseanalysisisaninterdisciplinaryfieldtouchingthesurfacelevelofdiscourseaswellasthelevelofitsactions.2.1.2StudiesonEnglishTeachingandDiscourseAnalysisAbroadModernDiscourseanalysisstartedfrom1950sandsince1970s,discourseanalysishasdevelopedrapidly.Ithasdrawnexperts‟andlinguists‟greatattention.Discourseanalysisbegantowalkintothefieldoflanguageteachinginthe1990s.Agreatnumberoflinguistshavemadeplentyofresearchesonitsincethen.In1991,M.McCarthypublishedDiscourseAnalysisforLanguageTeacherswhichhashelpedappliedlinguisticsalot.E.Hatch(1992)‟sDiscourseandLanguageEducation,M.McCarthy&R.Carter‟sLanguageasDiscourse:PerspectiveforLanguageTeachingandsoonmadeagreatcontributiontotheapplicationofdiscourseanalysisinlanguageteaching.2.1.3StudiesonEnglishTeachingandDiscourseAnalysisatHomeWiththedevelopmentofdiscourselinguisticsinwesterncountries,discourseanalysiswasbroughtintoChinaasanewkindofreadingteachingmethodinthelate1980s.Alargenumberofscholarsmadegreatcontributionstothepopularizationofdiscourseanalysistheoryandmanyachievementshavebeenmade,suchasEssentialsofTextAnalysis,byHuangGuowen(1998)andDisourseCohesionandCoherencebyHuZhuanglin(1994),andsoon.TheachievementsofdiscourseanalysisinChinalaidfoundationsforlanguageteachingespeciallyforeignlanguageteachingbasedondiscourseanalysis.Forinstance,theapplicationofdiscourseanalysistoEnglishreadingteachingdidn‟tformuntilthemiddle1990s.PlentyofexpertsandEnglishteachersmadealotofresearchesontherelationshipbetweendiscourseandreadingteaching.LiuChendan(1999)publisheda6 ChapterIILiteraturereviewbook,TextLinguisticsforTeachers.Inthebook,heelaboratestextandofferssomeadviceonhowtoteachtexttostudentsintermsofreading,writingandtranslation.HuZhuanglinpublishedthebooknamedTheApplicationofDiscourseAnalysisinTeachingin2001,whichmainlydiscussedtheapplicationofdiscourseanalysisinEnglishteaching,includingtheorganizationofclassteaching,reading,writing,translation,grammarandstylistics.Inrecentyears,thestudiesondiscourseanalysisarefruitfulanddiverse.TheauthorsearchedkeyjournalsonCNKIwithin10yearsforEnglishteachingrelatedtodiscourseanalysisandfoundtherearehundredsofstudiesonreadingbasedondiscourseanalysis.Besides,therearemanystudiesonlisteningandwritingbasedondiscourseanalysis.OnlyanarticleisrelatedtogrammarteachingnamedtheEnlightenmentofDiscourseAnalysistoCollegeEnglishTeaching---TakingGrammarTeachingPracticeforExamplebyZhengXiaandSongJiao.Inthearticle,theauthorspointedoutthatdiscourseanalysisplayedanimportantroleincollegegrammarteaching.However,therearenorelevantstudiesonseniorhighschoolgrammarteaching,letaloneseniorthreegrammarteachingbasedondiscourseanalysis.Fromtheliteraturereviewillustratedabove,wecanseethatmanyachievementshavebeenmadeinthefieldofdiscourseanalysis.However,theachievementsinEnglishgrammarteachinginseniorhighschoolareinadequate.Accordingtothefeaturesandtheoreticalbasisofgrammaticalfillingwhichistalkedaboutinnextsection,discourseanalysistheoryissupposedtocontributetoEnglishgrammarteaching.Theauthordecidedtodotheresearch,applyingthediscourseanalysistheorytoseniorthreegrammarteaching.2.2TheoreticalBasis2.2.1TheMacroAnalysisofDiscourseThemacroanalysisofdiscoursemainlyreferstogenreandcontextofdiscourse.Inthispart,theauthormainlyprovidesaclearanddetailedillustrationofgenreandcontext.7 内蒙古师范大学硕士学位论文2.2.1.1TypesofGenreAnalyzingadiscoursegenreisthefirstthingtodotounderstandthewholestructureofatext.Differentgenres,differentcommunicationfunctionsmayformavarietyoflanguagestylesanddiscoursepatterns.Asakeycomponentofdiscoursefeatures,genrehasagreatinfluenceondiscourse.Therearethreemaintypes:exposition,argumentation,andnarration.Differentgenreshavedifferentorganizations,structures,differentarrangementsofchaptersanddifferentrelationshipsbetweenparagraphs.Aslongasteachersguidethestudentstoanalyzethegenreofvariousdiscourses,theycanfostertheabilitiesofstudentstopredictthecontentandpickoutthetopicsentencebeforereading,whichcanhelpthestudentshaveabetterunderstandingofthetext.Thus,Englishteachersshouldnotonlyteachgrammarinthesentence,butfirsthelpthestudentsknowthemainideaofthetext.Onlyinthiswaycantheyhelpthestudentsimprovetheirabilitytorecognizevarioustextsandhelpthestudentsgraduallyformadiscoursethinkingpatternandthenmastertheusageofthegrammarinthetext.Argumentationemployslanguagetojustifyandrejectanopinion,aimingtoseekforagreementinviewpoints.Argumentationismadeupofthreemainparts:anintroduction,abodyandaconclusion.Expositiondescribesthingsorexplainsreasonsinanexpositiveway,whichmeanstoexplainthefeatures,essenceandregulationsofthingsbydiscoveringtheirnotions.Ingeneral,expositionhasaveryclearlogicalthinkingpatternandbriefandconcretelanguage.Expositionhasthesamepatternasargumentation.Narrationisadescriptionofachronologicaleventorseriesofevents.Narrationincludesstories,histories,biographies,newsitemsandtravelogues.Generallyspeaking,narrationusuallyismadeupofabeginning,middleandanend.Inthestudy,theauthorfocusedonpresentingthetypesofgenretostudentsfirstandguidingstudentstoanalyzegenreofeachtext.Byanalyzingthegenreofthetext,studentscanhaveanoverallunderstandingofthetext,whichenablesstudentstounderstandthetextmucheasier.Thus,itisofgreathelpforstudentstofinishgrammaticalfilling.8 ChapterIILiteraturereview2.2.1.2ContextofDiscourseCoherencemakesadiscoursecoherentincontentandcohesionmakesadiscourselinkedinform.Asforthecontext,itmakesadiscoursemeaningfulbothinformandincontext.Foranyproductionofdiscourse,itcannotbeseparatedfromcontext.Contextshowswhatwriters(orspeakers)andreaders(listeners)aredoing,suchasreference,presupposition,implicatureandinference.Hallidaycreatesafunctionalapproachtotheresearchoflanguage,whichformsthenotionof“register”,avarietyoflanguagewhichisdistinguishedintermsoftheuseoflanguage.Languagevarieswithitsfunctionanditdiffersindifferentsituations.BasedonHalliday,HuZhuanglindividescontextintothreecategories:co-text;situationalcontextandculturalcontext.Thefirstonereferstotheinternalstructureofthetext.Thesecondonemeansthepeopleinvolved,place,time,mode,etc,andthelastonereferstotheculture,thehistoryandthecustomsoftheauthor‟slinguisticcommunity.Masteringtheknowledgeofdiscoursecontextcanbeofgreathelpfulforthereadertocomprehendthediscourseandgraspthewriter‟s(speaker‟s)communicativepurpose.Inthestudy,theauthorfocusedonhelpingstudentstoanalyzeco-textandsituationalcontext,especially,therelationshipbetweensentences.Asforculturalcontext,itisuptospecificsituation.Byanalyzingcontext,studentscanhaveabetterunderstandingofthetextandthesentences,whichcanbehelpfulforstudentstochoosecorrectandproperwordstofillinblanks.2.2.2TheMicroAnalysisofDiscourseAccordingtoHuangGuowen,themaincontentsofdiscourseanalysisarecohesionandcoherence.Therefore,inthispart,theauthorwillprovideaclearanddetaileddescriptionofthemicroanalysisofdiscoursefromthefollowingaspects:cohesionandcoherence.Besides,themeandrhemetheorywillbealsointroducedinthissection.2.2.2.1CohesioninDiscourseCohesionreferstothegrammaticalandorlexicalrelationshipsbetweenthedifferentcomponentsofatextordiscourse.Thismaybetherelationshipbetweendifferent9 内蒙古师范大学硕士学位论文sentencesorbetweendifferentpartsofasentence.Cohesionisthesignificantcomponentoftextualfeatures.Anditisthevisiblenetofdiscourse.Forinstance:Thetwogirlsaretoonoisyintheroom;pleasetakethemoutofhere.“Thetwogirls”inthefirstsentencedeterminesthemeaningof“them”inthesecondsentence.Cohesionformscertainrelationshipsbetweensentencesandenablesthesentencegroupstohavethefeatureofadiscourseortext.In1976,HallidayandHasangroupedcohesivedevicesintofivedifferentcategories:reference,substitution,ellipsis,conjunction,andlexicalcohesion.Inthefollowingpart,thefivecohesivedeviceswillbeillustratedinaclearanddetailedway.⑴Reference“Referenceplaysanimportantpartincohesion,whichmeansfeatureswhichcannotbesemanticallyinterpretedwithoutreferringtotheotherfeaturesinthetext.”(Crystal2003:119)AccordingtoHallidayandHasan,referenceinEnglishconsistsofthreetypes:personalreference,demonstrativereferenceandcomparativereference.Personalreferencereferstothelinksbetweenthesentencesgroupsareachievedbypronoun,likethey,himetc,possessivedeterminer,likehis,theiretc.andpossessivepronoun,likehis,hers,andetc.IntermsofusageofEnglish,thethirdperson‟spronouns,possessivedetainersandpossessivepronounsareusedinpersonalreference.Herearetheexamples:PetermarriedaChinesegirl.a.HemetherinBeijing.b.Hisparentswerenotpleased.c.Theyvisitedherparents,butnothis.Intheabovesentences,he,hisandhisallformsreferencerelationshipswiththefirstsentencedespitethefactthattheyhavedifferentsentencefunction.“Demonstrativereferenceisaformofverbalpointing,inwhichthespeakersorwritersidentifythereferentbypointingatit,suchas„this‟,„these‟,„here‟and„now‟forclosedistance,„that‟,„those‟,„there‟and„then‟forlongdistance.Besides,“the”alsocanbeusedindemonstrativereference(ZhangYinglin2005:98)Forinstance:Theyhavetwochildren:agirlandaboy.Thegirl‟snameisMary.Theboy‟snameis10 ChapterIILiteraturereviewpeter.Itiscleartoseethatthegirlandtheboyrespectivelyrefertoagirlandaboy.Asforcomparativereference,itisachievedbythecomparativeformsofadjectivesandadverbsandotherwordshavingcomparativemeanings,suchassame,so,as,equal,such,similar(ly),different(ly),other,otherwise,likewise,wordslikethat.Forinstance:TomtookfourhourstoreachFrench.John,ontheotherhand,wasdrivingmoreslowly.Inthetwosentences,“moreslowly”inthesecondsentenceformsreferencewith“fourhours”inthefirstsentence,thuslinkingtwosentences.⑵SubstitutionSubstitutionreferstotheprocessorresultofreplacingoneitembyanotherataparticularinastructure.Thewordwhichrefersbacktoapreviouslyoccurringelementofstructuremaybecalledasubstituteword.Therearethreetypesofsubstitution,thatis,nominalsubstitution,verbalsubstitutionandclausalsubstitution.Let‟shavealookatthefollowingexamples:Doyouwanttheblankets？Yes,Iwilltakeone.(“One”substitutedfor“blankets”)Thisisoneofexamplesofnominalsubstitution.“One”,“ones”and“thesame”areoftenusedinnominalsubstitution.⑶EllipsisEllipsiscouldbeconsideredasaspecialkindofsubstitution,substitutionbyzero.Theuseofellipsismeanstoavoidrepetitionandenablethemaininformationtobeoutstanding.Apartofthesubsequentsentencerepeatinganideaoraphraseintheprecedingsentenceisoftenomitted.Inthisway,itcanmakethesecondsentencecompletedependingontheprecedingone.Incommonwithsubstitution,ellipsisalsoisgroupedintothreecategories:nominalellipsis,verbalellipsisandclausalellipsis.Takethefollowingasinstances:A:Herearesomenovels.Howmanywouldyouliketohave?B:I‟dliketohavefour**.Intheexample,“novels”isomittedafter“four”,inanotherword,“four”isusedto11 内蒙古师范大学硕士学位论文replacethewords“fournovels”.⑷ConjunctionConjunctionreferstoanitemoraprocesswhoseprimaryfunctionistoconnectwordsorotherconstructions.Intheexample,“Iwasnotinvited.Otherwise,Iwouldhavebeenthere.”Thetwoclausesareconnectedbythecohesiveconjunction“otherwise”theconjunction“otherwise”.Theconjunctionhelpsusinterpretedtherelationbetweentheclauses.HallidayandHason(2007:213)dividedconjunctionintofourcategories:additive,adversative,causalandtemporal.Additiveisthesupplement,illustration,comment,andexplanationoftheformersentencewhileadversativeshowsanoppositemeaningoftheformersentence.⑸LexicalcohesionLexicalcohesionmeansthereuseofthesamecontentwordsorrelatedwords,formingthecompletenessofadiscourse.AccordingtoHoey(1991),lexicalcohesionisthemostsignificantpartofcohesionandittakesup40percent.HallidayandHasandividedlexicalcohesionintotwomaincategories:reiterationandcollocation.Oneofexampleswillbepresentedinthefollowingsection:---CouldyoutellmewheretostayinFrench?---Sorry,Ihaveneverbeentothatplace.(“place”isconsideredasthegeneralwordof“French”)2.2.2.2ThemeandRhemetheoryMathesiuswasthefirsttointroducethemeandrhemeastermsinlinguistics.AccordingtoMathesius,themeisacomponentofasentence.Itreferstotheobviousorknowninformationinagivensituationanditisthestartingpointofaspeaker.Hallidayconsideredthemeasthestartingpointofanutterancepresentedatthebeginningofasentence.Therestofthesentenceiscalledrheme,theinformationthatisnew.Forinstance:(1)BobkissedAliceinthepark.Inthesentence,“Bob”istheme.Therestpartofthesentence,“kissedAliceinthepark,”isrheme.12 ChapterIILiteraturereview(2)Inthepark,BobkissedAlice.Inthesentence,“Inthepark”istheme.Therestpart“BobkissedAlice”isrheme.Themeisgroupedintotwocategories:unmarkedtheme,andmarkedtheme.Ifthesubjectandthemearethesameone,wecallitunmarkedtheme:ifthesubjectandthemearenotthesame,itiscalledmarkedtheme.Inthefirstexample,“Bob”isunmarkedtheme.Inthesecondone,“Inthepark”ismarkedtheme.“Bob”issubject.Inthisstudy,theauthormainlyfocusedonintroducingtheknowledgeaboutcohesivedevicesandthemeandrheme.Besides,guidingstudentstoapplytheknowledgetoanalyzingtextswasalsothefocusofthestudy.Withtheknowledgeaboutcohesivedevicesandthemeandrhemeandbyanalyzingthetextusingtheknowledge,thestudentscanfillintheblankswithcorrectandproperwords.2.2.2.3CoherenceinDiscourseCoherenceisthequalitythatallowsreaderstounderstandadiscourse.Coherenceisconsideredasdominantcharacteristicorconditionsofadiscourse.Thatmeans,withoutcoherence,adiscourseisnotproperlyadiscourse.Itisaninvisiblenetofadiscourse.Inordertoachievecoherentdiscourse,wecanusetheworldknowledge,thecontext,andinferencemethodaswellascohesion.Inthestudy,theauthordidn‟tspeciallyfocusoncoherence.Becausewhenitcomestocoherence,itmustbeconnectedtocontext.2.3GrammaticalFillingIn2014,inordertomeettherequirementsputforwardintheEnglishCurriculumStandardsforSeniorHighSchools(2003),theMinistryofEducationreplacedthemultiplechoiceswithgrammaticalfilling.2.3.1TestingPurposeofGrammaticalFillingandItsTheoreticalBasisBasedontheprinciplesofgestaltpsychologybyGermanpsychologistandEnglishlinguistBrown‟sdiscourseanalysistheory,grammaticalfillingtestsstudents‟discoursecompetencefromtheaspectsofthesentencestructuresandgrammarforms,theoriginal13 内蒙古师范大学硕士学位论文meaningandconversionalmeaningofwords,thechangesofprefixesandsuffixes,discourseandcontextclues,andsignalwords.Thenewformoftesttransformsthemultiplechoiceswithsentencesasitscoreintogrammaticalfillingwithdiscourseasitscore.TheshiftreflectsthetransformationoftheconceptofgrammarteachingandalsoshowsthereformingtendencyofcurrentCollegeEntranceExaminationofEnglish---highlightingdiscourseandemphasizingexaminingthestudents‟Englishlanguageknowledgeandskillsinthediscourse.Grammaticalfillingistotesttheexaminees‟comprehensiveapplicationofthegrammarknowledgeinthediscoursecontext.Itmainlytestswhethertheexamineescanidentifywhatcoherentmeansofthevocabulary-grammarknowledgetheauthorusesandhowtheseknowledgeisusedtomaintaincohesionandcoherenceofthediscourse,andthustheintegrationoflanguageknowledge,languagestructureandlanguagemeaningcanbefulfilled.Eventually,thecommunicativefunctionoflanguagecanbeachieved.Itisobviousthatthetheoreticalbasisandtheexaminingpurposeofgrammaticalfillingareinaccordancewithdiscourseanalysistheory.2.3.2FeaturesofGrammaticalFillingGrammaticalfillingisalanguagematerialwithabout200words.Itiseitheradialogueoratext.Thetopicshasawiderange,includingeducation,society,culture,emotionalworld,lifephilosophy,andlifeexperience,etc.Fromtheperspectiveofgenre,textsincludenarration,exposition,andargumentative,ofwhich,narrationtakesupmostportion.Eachgrammaticalfillinghas10blanksneedingtobefilled.Inthe10blanks,somehaveprovidedwordsandothershavenoprovidedwords.Providedwordsarecontentwords,including,nouns,verbs,adjectivesandadverbswhilenon-providedwordsarefunctionalwords,includingprepositions,conjunctions,articlespronounsandordinalnumber.Andatmost3wordscanbefilledintheblanks.Alltheblanksareusedtoexaminethestudents‟grammaticalknowledge,skillsandtheusageofcohesivedevices.Now,theauthorwilltakethegrammaticalfillingin2014CollegeEntranceExaminationofEnglish(AppendixI)asanexampletoprovideadetaileddescriptionofthefeaturesofthenewtypeoftest.14 ChapterIILiteraturereviewThecommunicativefunctionofthegrammaticalfillingistosharetheauthor‟sexperienceandfeeltheloveamongpeople.Fromtheperspectiveofgenre,thistextbelongstonarration.Theauthordescribesalittlestoryhappeningonamorningaccordingtotimeandspace,charactersandthesequenceofthestory.Thereare19sentencesinallinthetext,including11simplesentences.Iftheexamineescanunderstandthesentences,blank41,blank43,blank44,blank46,blank47,andblank50canbefilledeasily.Theotherfourones,blank42,blank45,blank48,andblank49examinewhethertheexamineeshavetheabilitytousewordsandgrammarindiscoursecontext.Itreflectstheconceptoffunctionalgrammar.Itfocusesonhowthecommunicativefunctionwasachievedinspecificdiscoursecontextratherthaninsinglesentences.Thereare187wordsinthetext,andtheblankscoververbs,adjectivesandadverbs,contentwords.Besides,conjunction,preposition,pronounandauxiliaryverbrespectivelyareexamined.Thechangesofwordformsareasfollows:twoverbsareturnedintonouns;oneverbischangedintoadjective;averb‟originformischangedintopasttenseform;anadjectiveintoadverbs.Inthe10blanks,7onesweregivenprovidedwordsandtheotherthreeoneshavenoprovidedwords.Theexamineesshouldfillthemaccordingtologicalrelationshipsinthediscourse.Now,let‟slookatthefollowingchartswhichgiveaclearillustrationofthedesignandexaminingpointsofgrammaticalfillingin2014nationalpapersand2015nationalpapers.Table2.1Genre,discourseformandthenumberofprovidedwordsofthedesignofgrammaticalfillingfromYear2014-2015NationalTestingPapers:Paper2014I2014II2015I2015IIinformationthenumberof7777providedwordsdiscourseformtexttexttexttextgenretraveloguenarrationexpositionexposition15 内蒙古师范大学硕士学位论文FromTable2.1,wecanseeclearlythatthediscourseformofthesetwoyearsallistextandthenumberofprovidedwordsis7,whichisstable.Table2.2Testingpointsin2014NationalTestingPapersand2015NationalTestingPapers:testingpointsverbadjectiveadverbnounpronounprepositionconjunctionarticlepapers2014I32＼2＼＼212015I4111111＼2014II51＼1＼11＼2015II42＼1＼111FromTable2.2,wecaneasilyfindthatverbtakesupalargeportionofthe10blanks.Adjective,nounandconjunctionarealsoexaminedforsure.16 内蒙古师范大学硕士学位论文ChapterIIIResearchMethodology3.1ResearchquestionsTomeettherequirementsoftheEnglishCurriculumStandardsforSeniorHighSchools(2003),theMinistryofEducationreplacedmultiplechoiceswithgrammaticalfilling---testingtheexaminees‟abilitytousegrammarknowledgecomprehensivelyinthediscourse.Discourseanalysistheoryprovidestheoreticalbasisforgrammaticalfilling.Meanwhile,grammaticalfillingprovidesdiscoursematerialsforseniorthreegrammarteaching.Therefore,thisthesisattemptstoadoptanovelmethodofseniorthreeEnglishgrammarteachingandaimstoimprovestudents‟abilitytousegrammarknowledgecomprehensivelyinthediscourse.Therefore,thisthesisattemptstoraisethequestion:Canseniorthreegrammarteachingmethodbasedondiscourseanalysistheoryimprovethestudents‟performanceingrammaticalfilling？3.2SubjectsThesubjectsofthestudywere80seniorthreestudents.TheywerefromClass2andClass4inBaotouSteelandIronNo.4MiddleSchool.ThestudentsfromClass2madeuptheexperimentalgroupandthecontrolgroupconsistedofthestudentsfromClass4.Therewere40studentsintheexperimentalgroupand40studentsinthecontrolgroup.Thenumberofboysandgirlsisalmostthesameintwoclasses.Thereasonsforchoosingthemasstudysubjectsareasfollows:(1)TheywilltaketheCollegeEntranceExaminationin2016.(2)TheyareeagertofindbetterwaystogethighmarksingrammaticalfillingintheCollegeEntranceExaminationin2016.(3)TheyarefacedwithavarietyofproblemsinEnglishgrammarlearningandindealingwiththenewtypeoftest,grammaticalfillingandhopetosolvetheproblems.Becauseoftheabovereasons,thesubjectshavestrongself-motivationtoparticipate17 内蒙古师范大学硕士学位论文intheresearchandarewillingtocooperate.AndtheyhopetogetgoodmarksingrammaticalfillingintheCollegeEntranceExaminationin2016,whichtosomeextent,ensurethevalidityandreliabilityofthestudy.3.3InstrumentsInthisstudy,theinstrumentsaretwotestpapers.Pre-testPre-testwasintendedtolearnaboutthecurrentsituationofstudents‟abilitytodogrammaticalfillingandalsotomakeitclearwhetherthereareanydifferencesbetweenthetwoclassesbeforetheexperimentaltreatment.Thecontentofthepre-testpaperwasthegrammaticalfillinginthe2014NationalCollegeEntranceExamination,whichthestudentshadnotdonebefore.Inthisway,itcanensurethevalidityandreliabilityofthedatabeforeresearch.Beforethestudy,bothclassestookthetestequallyandthescoreswererecorded.Afterabout5monthsteaching,comparisonsbetweentheirpre-testscoresandpost-testscoresweremade.Post-testAfter5monthstrainingintheexperimentalgroup,bothcontrolgroupandtheexperimentalgrouptookthepost-test,whichcouldtellwhethertherewerenotabledifferencesbetweenthemandcouldcheckwhetherdiscourseteachingmethodisusefultostudentsaftertheexperimentandwhetherthestudents‟abilitytodealingwithgrammaticalfillinghasbeenimproved.Thecontentofthepost-testwasthegrammaticalfillingin2007GuangdongCollegeEntranceExamination,whichthestudentshadnotdonebefore.Besides,thecontentofpost-testwasmoredifficultthanpre-test,whichcouldexaminewhetherbothcontrolgroupandtheexperimentalgrouphadmadeprogressaftersixmonthslearning.3.4ResearchProcedureTheexperimentwasdividedintotwostages.Instageone,specifictheoriesappliedtogrammaticalfillingwereintroducedtostudents,whichlastonemonth,fromSeptember9,2015toOctober11,2015.Then,theexperimentwentintostagetwo.Instagetwo,the18 ChapterIIIResearchMethodologystudentswereguidedtoanalyzespecifictheoriesappliedinthediscourse.Andthisstagelastaboutfivemonths,fromOctober13,2015toJanuary21,2016.Now,aclearanddetailedillustrationofhowtheexperimentwascarriedoutwillbegiven.3.4.1IntroductionofdiscourseanalysistheorycontributingtoseniorgrammarteachingThefirststepoftheexperimentwasintendedtoenablethestudentstograspthespecifictheoriesrelatedtogrammaticalfilling.Itwasmadeupofthreeparts,theintroductionofgenre,theintroductionofthemeandrhemetheoryandtheintroductionofcohesivedevices.Now,howthesethreepartswereintroducedrespectivelywillbeillustratedclearlyinthefollowingsection.3.4.1.1IntroductionofgenreAswaspresentedinChapterII,typesofgenreconsistofexposition,argumentationandnarration.Andaccordingtotheanalysisofthetypeofgenreofgrammaticalfillinginthe2014and2015CollegeEntranceExaminationinChapterII,thegenresofthetextsusedforgrammaticalfillingweremainlyexpositionandnarration.Accordingtothefeaturesofexpositionandnarrationandthelengthofthetextusedingrammaticalfilling,thefirstsentencetendstotellthereadersthegenreofthetext.Therefore,theteachershouldguidethestudentstopayattentiontothefirstsentenceandthelastsentenceofthetext,especiallythefirstsentence.Nowtake2014NationalIIGrammaticalFillingand2015NationalIIGrammaticalFillingasexamples.Onemorning,Iwaswaitingatthebusstop,worriedabout61(be)lateforschool.(thefirstsentenceof2014NationalIIGrammaticalFilling)Everyoneonthebusbegantalkingaboutwhattheboyhaddone,andthecrowdofstrangers70(sudden)becamefriendlytooneanother.(thelastsentenceof2014NationalIIGrammaticalFilling)Fromthefirstsentenceofthetext,itiseasytofindthatthetextisanarration.Andfromthefirstandthelastsentence,wecanguessitismainlyaboutwhataboyhasdoneonthebus.19 内蒙古师范大学硕士学位论文Theadobedwellings(土坯房)__61___(build)bythepuebloIndiansoftheAmericansouthwestareadmiredbyeven___62___mostmodernofarchitectsandengineers.(thefirstsentenceof2015NationalIIGrammaticalFilling)As___69___(nature)architects,thepuebloIndiansfiguredoutexactly__70___thicktheadobewallsneededtobetomakethecycleworkonmostdays.(thelastsentenceof2015NationalIIGrammaticalFilling)Fromthefirstsentenceandlastsentenceofthetext,itiseasytofindthatthetextisanexposition,introducingtheadobedwellings.Theintroductionofgenreenablesstudentstoguessthemainideaoftextofthegrammaticalfillingquicklyandcorrectly.3.4.1.2IntroductionofthemeandrhemeAswasintroducedinChapterII,themeisgroupedintotwocategories:unmarkedtheme,andmarkedtheme.Byanalyzingthemeandrheme,especiallymarkedtheme,thereadercanknowthedevelopmentofthetextclearly.Whenintroducingthemeandrheme,theteachershouldsimplifythedefinitionofit.Thatis,thestartingpartofasentenceistheme,andtherestpartofthesentenceisrheme.Ifthemeandsubjectarethesameone,thethemeisunmarkedtheme.Andifnot,thethemeismarkedtheme.Nowtake2014NationalIIGrammaticalFillingasexample:First,twosentenceswereillustrated.⑴Onemorning,Iwaswaitingatthebusstop,worriedabout61(be)lateforschool.Inthissentence,onemorningisthemeanditisalsoamarkedtheme.Therestpartofthesentenceisrheme.⑵Hewascarryingsomethingoverhisshoulderandshouting.Inthissentence,heisthemeanditisanunmarkedtheme.Afterknowingthedefinitionofthemeandrhemeandmarkedthemeandunmarkedtheme,thestudentswereguidedtoanalyzethemarkedthemeofthetext.Theyareasfollows:Onemorning,and,When,so,but,Still,Finally,Then,and.Fromthemarkedtheme,thereadercanknowthetextisdevelopedbytime.20 ChapterIIIResearchMethodologyByanalyzingthemeandrheme,thestudentscanknowthedevelopmentofthetext,whichalsocanhelpstudentstoknowthemainideaofthepassageclearlyandcanhelpstudentstoknowtherelationsbetweensentences.3.4.1.3IntroductionofcohesivedevicesInthispart,specificcohesivedeviceswereintroduced,includinggrammaticaldevices,lexicaldevicesandconjunctions.Thispartwasprominentinstageone,becausethecontentsofblanksofgrammaticalfillingaresomeofthem.So,tointroducecohesivedevices,ateachingpatternaboutthemfirstshouldbepresented.Themainpatternusedinclasswasaskingquestions---readingandwatching---makingaconclusion---consolidation,foursteps.Inthispattern,inductivemethodwasmainlyusedinthisstage.Now,adetailedexplanationofthispatternwillbegiven.StepI:Askingquestions.First,adiscourse,aparagraph,adialogueoratextwillbegiven.Onequestionorseveralquestionswhichcanguidethestudentstograspthetheorywerefirstraised.Differenttheoriesneededdifferentquestions:Questionscanbeusedinthisstepareasfollows:Canyoufindtherelationsbetweenthetwounderlinedwords?(usedforreference,reiterationandcollocation)Whichwordorphrasesconnectthetwosimplesentencestogether?‟‟(usedforconjunctions)Whatdoes“one”,“ones”,“does,”“did,”“do”,“that”,or“those”…,referto?(usedforreferenceandsubstitution)Whatdoes“ifnot”or“ifso”“---”mean?(usedforellipsis)StepII:Readingandwatching.Withthequestions,thestudentsweregivenseveralminutestoreadthediscourseandfindtheanswers.StepIII:Summarizing.Aftercheckingthestudentsanswer,theteachersummedupthetheory.StepIV:Consolidation.21 内蒙古师范大学硕士学位论文Aftergraspingthespecifictheoryofdiscourseanalysis,aconsolidationexercisewasgiventothestudentstohelpthestudentstomasterthetheory.Now,inordertogiveaclearintroductionoftheteachinginthispattern,aspecificlessonwillbeintroduced,takingreferenceasanexample:Onedaythesunandthewindhadaquarrel.Thesunsaidhewasstrongerthanthewind.Andthewindsaidhewasstrongerthanthesun.StepI:Askthequestions“Whatdoes“he”refertointhesentencerespectively?”StepII:Studentsreadthesentenceswiththequestions.Itwasveryeasyforstudentstofindthequestions.Theformerreferstothesun,andthelatterreferstothewind.StepIII:Theteachertoldthemthedefinitionofreference.Thisisanexampleofpersonalreference.Thenaclearexplanationofpersonalreferencewasgiventothestudents.Personalreferencereferstothelinksbetweenthesentencesgroupsareachievedbypronoun,likethey,himetc,possessivedeterminer,likehis,theiretc.andpossessivepronoun,likehis,hers,andetc.IntermsofusageofEnglish,thethirdperson‟spronouns,possessivedetainersandpossessivepronounsareusedinpersonalreference.StepIV:Theteachershowedadiscoursecontainingthistheoryandaskedstudentstounderlinethecohesivedevices.(1)MywifeandIareleavingforBeijingnextMonday.Wehavebooktheticketalready.Theanswer:WereferstomywifeandI.(2)Maryhasabadcoldyesterday.Thatwaswhyshedidn‟tgotothemeeting.Theanswer:Thatreferstotheformersentence.(3)A:Doyouplaycroquetwithhequeentoday?B:Ishouldlikeitverymuch,butIhaven‟tbeeninvited.A:You‟llseemethere.Theanswer:Therereferstoplayingcroquetwiththequeen.(4)Carollikeslivinginaprivatehousebetterthaninadormitoryforanumberofreasons.Firstandforemost,itcostsless.Second,---third,---finally,shecankeephercaratahouse.Atcampusdorms,therearenoparkingspacesforstudentcars.Forthesereasons,22 ChapterIIIResearchMethodologycarolpreferstoliveoff-campus.Theanswer:Thesereasonsrefertoformersentences.Underthehelpofthispattern,thestudentsgraspedgrammaticaldevices,lexicaldevicesandconjunctionsclearlyandeffectively,whichplayedanimportantroleinapplyingthetheoriestogrammaticalfilling.3.4.2Applicationofdiscourseanalysistoseniorthreegrammarteaching3.4.2.1SeniorThreeEnglishgrammarteachingstepsbasedondiscourseanalysistheory.Discourseanalysisteachingcannotgowithoutreading,sogrammarteachingcannotgowithoutreading.So,seniorthreegrammarteachingstepsareasfollows:firstreading---secondreading---summary---consolidationDuringreading,threeaspectsofadiscourseareanalyzed,thatistosay,text,sentencesandwords,phraseandgrammaritems.(1)Aspectofdiscourse.Inthisaspect,theteachershouldfocusonthegenreandthestructureofthediscourse.Byanalyzingthemeespeciallymarkedtheme,thegenreofthediscoursecanbeeasilyfound,whichcanhelpthereadertohaveanoverallunderstandingofthetext.(2)Aspectofsentences.Analyzetherelationshipsandfunctionsamongsentences.Forexample,analyzehowthesentencesconnectwitheachotherandformaparagraph?Andwhatcohesivedevicesareusedtolinkthem.(3)Aspectofwords.Inthisaspect,theteachershouldanalyzesomekeywords,phrasesandexplaincertainlanguagepoints.Duringanalyzing,theteachershouldfocusontheusageofthesewords,phrasesorsomegrammarknowledgeincontext.Andifnecessary,theteachershowsthefeatureofdiscourse‟semotionandculture.Byanalyzingwords,phrasesorsomegrammarknowledge,itishelpfulforstudentstohaveaclearandbetterunderstandingofadiscourse,thus,itcanhelpthestudentstoreview,masterandusethegrammarknowledgeandcanhelpthestudentstolayaconsolidatelanguagefoundation.Now,acleardescriptionofhowthesethreeaspectsareanalyzedindifferent23 内蒙古师范大学硕士学位论文stepswillbeillustrated.StepI,FirstreadingInthisstep,thestudentsneededtoreadquicklytofindthegenreofthetextandgraspthemainideaofthepassage.Besides,muchattentionshouldbepaidtothefirstsentenceandlastsentenceofthetext,forthemainideasofdifferentgenrestendtobepresentedinthefirstorlastsentences.Inthisway,thestudentscanhaveanoverallunderstandingofthetext.StepII,SecondreadingInthisstep,thestudentsneededtoreadagaintofindhowthesentencesareconnectedandwhatcohesivedevicesareusedinthetext.StepIII,SummaryAftergraspingthemainideaofthepassageandfindingthecohesivedevicesusedinthetext,thestudentswereaskedtoreadthetextaloudandsummarizethekeywords,phrases,usefulsentencesstructuresandgrammaritems.Inthisway,itcouldhelpstudentstoreview,masterandusegrammarknowledgeandthuscanhelpthestudentstolayaconsolidatelanguagefoundation.StepIV,ConsolidationInthisstep,twogrammaticalfillingwereaskedtofinish.Thefirstoneistheteachingmaterialusedinteachingandtheotherisagrammaticalfillingthatthestudentshavenotdonebefore.Afterfinishingthelearningofthetext,thestudentswereaskedtodogrammaticalfillingtoconsolidatewhattheyhadlearned.Inthefirstpart,thegrammaticalfillingtestusedisthesameoneusedinthefirstthreesteps.Whatisdifferentisthatinthefirstthreesteps,theblanksarefilledin,thatis,itisacompletetextusedforgrammarteaching.Havinganalyzedthecohesivedevicesandthemeandrheme,thestudentscouldeasilygraspthemwhentheyfoundthatthecontentsoftheblankswerethecohesivedevicestheyhadanalyzed.Besides,evenifthecontentswerenotthecohesivedevicestheyanalyzed,thestudentscouldfillintheblankseasilywiththehelpofthecontext.Asfortheteachingmaterialsusedinseniorthreegrammarteaching,grammaticalfillingtestingpapersacrosscountrywereselected.24 ChapterIIIResearchMethodology3.4.2.2ApplicationofseniorthreeEnglishgrammarteachingstepsbasedondiscourseanalysistheoryInordertogiveaclearintroductionofthegrammarteachingbasedondiscourseanalysis,theauthorwilldescribeaperiodofclass,taking2014grammaticalfillingofNationalII(appendixI)testingpaperasanexample(withtheblanksfilled):StepI:FirstreadingAskstudentstoreadthepassagequickly,payingcloselyattentiontothefirstsentenceandthelastsentenceofthetext.Andthenunderlinethemarkedtheme.Markedtheme:Onemorning,and,When,so,but,Still,Finally,Then,and.Frommarkedthemes,wecanknowthestructureofthetext,andalsowecanseethattheauthordevelopsthetextbytime.Besides,fastreadingcanhelpusknowthatthetextismainlyabouttheauthorwitnessedhowaboywasreadytohelpothers.StepII:Secondreading1.Askstudentstoreadthepassageagainandunderlinedcohesivedevices.Analysisofcohesivedevices:(1)Reference:positionpronounwordreferredtoSentence2ThereatthebusstopSentence2someofthemmanypeopleSentence6He&hisTheboySentence7hethedriverSentence13she&herAwomanSentence13mineasuitcase25 内蒙古师范大学硕士学位论文(2)Conjunction:positionConjunctionCategorySentence2andadditionSentence3WhenenumerationSentence4soresultSentence6butadversativeSentence10whenenumerationSentence14andadditionStepIIISummaryAskstudentstoreadthepassagealoudandpayattentiontocohesivedevicesandusefulwords,phrasesandgrammaritems.Askstudentstosummarizethetestingpointwords,phrasesandgrammaritems.(Studentspresentandtheteacherhelpstomakeaconclusion.)1.Thereweremanypeoplewaitingatthebusstop.Therebesbdoingatsomeplace.Askstudentstotranslatesentence.Therearemanychildrenplayinginthepark.2.Iheardapassengerbehindmeshoutingtothedriving.Askthestudentstopayattentiontotheword‘shouting’andaskthemtoanswerthequestion“Whyitis„doing‟form”？Andthenaskstudentstoreviewthestructuretogether:hear/watch/observe/feel/etc.+sb.+doing/do/doneTranslatesentences:IheardagirlsingingwhenIpassedbytheclassroom.Isawacarparkedoutsidethepark.Iusedtowatchboysplaybasketballontheplaygroundintheafternoon.StepIVConsolidationFirst,aquizwasgiven,thecontentofwhichwasthesamematerialusedinthisperiod.Besides,inthisstepthetimeforfinishingthetestwasstrictlylimited,about6minutes.Andthenanothergrammaticalfillingwhichtheyhadnotdonebeforewasusedtoconsolidatewhattheyhadlearned.26 ChapterIIIResearchMethodology3.5DatacollectionandanalysisDatacollectionpartconsistedoftwotasks.Thepretestscorescollectionwasthefirstone,whichwasfinishedbeforetheresearch.ItwascarriedoutinearlySeptemberandbothgroupstookthepretest.ThisexamwasapartoftheMonthlyTestIofSeniorThreeandthescoreswerecollectedandrecordedasthepre-testdataaftertheexam.Thepost-testscorescollectionwasthesecondone,whichwasfinishedafterthewholeresearch,conductedatthebeginningofFebruary.Thecontentofthepost-testwasapartoftheMonthlyTestIVofSeniorThree.Afterthetest,scoreswerealsocollectedandrecordedasthepost-testdata.Boththeexperimentgroupandthecontrolgrouptookthetestunderthesamecondition.Anditiscertainthattherewasnocheatingintwotests.So,allthesecouldensurethereliabilityandvalidityofthedatacollection.Tofindtheanswerstothequestionoftheresearch,theresultsofthetwotestswerecomparedwithpairedsamplet-test.ThedatawasanalyzedbySPSSStatistics19.0.TheresultsofDescriptiveStatisticswillbeemployedinthisdataanalysis.27 内蒙古师范大学硕士学位论文ChapterIVResultsandDiscussion4.1Theanalysisofstudents’performanceingrammaticalfillingTheexperimentwascarriedoutinseniorthreeduringthefirstsemester,whichlastedabout5months.Theteachingmaterialsusedintheexperimentweregrammaticalfillingtestingpapers.Bothexperimentalgroupandcontrolgroupweretaughtbythesameteacher.Beforetheexperiment,thestudentstookpre-test,thecontentofwhichwasthe2014NationalCollegeEntranceExaminationIIGrammaticalFilling.Thepre-testwasapartoftheMonthTestIofSeniorThree.Boththeexperimentgroupandthecontrolgrouptookthetestunderthesamecondition.Anditiscertainthattherewasnocheatinginthetest.So,allthesecouldensurethereliabilityandvalidityofthedatacollection.Afterthat,traditionalgrammarteachingwasusedincontrolgroupandtheonebasedondiscourseanalysistheorywasemployedinexperimentalgroup.Afterabout5months‟training,post-testwastaken,thecontentofwhichwas2007GuangdongCollegeExaminationGrammaticalFilling.Andthepost-testwasapartoftheMonthTestIVofSeniorThree.Thegenreofbothtestsisnarrationandthetotalscoreis18.75.Tocheckwhetherdiscourseanalysisteachingcanimprovethestudent‟performanceingrammaticalfilling,thescoreswerecompared.Theresultsarepresentedinthefollowingtables.Table4-1thestatisticdescriptionsofpre-testandpost-testStd.ErrorMeanNStd.DeviationMeanpre-test9.93750403.557562.562500post-test14.90625402.717133.429616Table4-2statisticsdescriptionsofcorrelationNCorrelationSig.pre-test&post-test40.360.023P<0.05FromtheTable4-1above,themeanofpost-test(14.90625)ishigherthanthatofpre-test(9.93750),whichisaverynotableimprovement.Yetthestandarddeviationofthe28 ChapterIVResultsandDiscussionpretestis3.557562,andpost-testis2.717133.Itisclearthatthelatterissmallerthantheformer.Accordingtothisdata,onlyaconclusioncanbearrivedatthatthetrainingofdiscourseanalysisintheexperimentalclasshasimprovedthestudents‟scores.However,whetherthereisobviousdifference,thePairedSamplest-testshouldbechecked.Theresultsarepresentedintable4-2.Thesignificance(.023)islessthanP(0.05),whichshowsthatthereisabigdifferencebetweenthetwotests.Table4-3T-testofthetwotestsPairedDifferences95%ConfidenceSig.Std.Std.ErrorIntervalofthetdfMean(2-tailed)DeviationMeanDifferenceLowerUpperpre-test--4.968753.616618.571838-6.125401-3.812099-8.68939.000post-test0P<0.05Table4-3PairedSamplest-testshowsthattis-8.689,andsigis.000(P<0.05).Therefore,itshowsthatthereisasignificantdifferencebetweentheresultsofthepretestandthepost-test.Thegrammaticalteachinginseniorthreebasedondiscourseanalysislastabout5monthsandstudents‟abilitytodealwithgrammaticalfillinghasimprovedgreaterinthepost-testthanthatinthepretest.Therefore,theconclusioncanbereachedthatgrammaticalteachingbasedondiscourseanalysisisofgreatbenefittostudents.Mostimportantly,thestudents‟abilitytodealwithgrammaticalfillinghasimproved.4.2DiscussionInthisthesis,theauthorattemptstosolvetheproblem:canseniorthreegrammarteachingbasedondiscourseanalysistheoryimprovethestudent‟sperformanceingrammaticalfilling?Onthebasisoftheanalysisoftwotests‟results,itcanbeeasilyseenthatitcanimprovestudents‟performanceeffectivelycomparedwithtraditionalgrammarteachingmethod.Notonlydidthestudentsintheexperimentalgrouphavehighermarksindoinggrammaticalfillingthanthestudentsdidinthecontrolgroup,butalsothelowermarksintheexperimentalgroupbecameless.29 内蒙古师范大学硕士学位论文Grammaticalfillingistotesttheexaminees‟comprehensiveapplicationofthegrammarknowledgeinthediscoursecontext.Itmainlyexamineswhethertheexamineescanidentifywhatcoherentmeansofthevocabulary-grammarknowledgetheauthorusesandhowtheseknowledgeisusedtomaintaincohesionandgrammarknowledgetheauthorusesandhowtheseknowledgeisusedtomaintaincohesionandcoherenceofthediscourse,andthustheintegrationoflanguageknowledge,languagestructureandlanguagemeaningcanbefulfilled.GrammaticalfillingmeetstherequirementsoftheEnglishCurriculumStandardsforSeniorHighSchools(2003)---totesttheexaminee‟sabilitytousegrammarknowledgecomprehensivelyindiscourse.Seniorthreegrammarteachingmethodbasedondiscourseanalysishelpsstudentstoimprovetheirabilitytousegrammarknowledgecomprehensivelyindiscourse.Thus,itcanhelpstudentstoimprovetheirabilitytodealwithgrammaticalfillingandimprovetheirperformanceingrammaticalfilling.30 ChapterVConclusionChapterVConclusionThischapterconsistsofthreeaspects.First,itsumsuptheconclusionsandthemajorfindingsrelatedtotheresearchquestions.Then,itshowstheimplicationsandacknowledgesthelimitationsofthepresentstudy.5.1SummaryoftheresearchTomeettherequirementsoftheEnglishCurriculumStandardsforSeniorHighSchools(2003),theMinistryofEducationreplacedmultiplechoiceswithgrammaticalfilling---testingtheexaminees‟abilitytousegrammarknowledgecomprehensivelyinthediscourse.Discourseanalysistheoryprovidestheoreticalbasisforgrammaticalfilling.Meanwhile,grammaticalfillingprovidesdiscoursematerialsforseniorthreegrammarteaching.Therefore,thisthesisattemptstoadoptanovelmethodofseniorthreeEnglishgrammarteachingandaimstoimprovestudents‟abilitytousegrammarknowledgecomprehensivelyinthediscourse.Thethesisattemptstosolveoneproblem:Canseniorthreegrammarteachingmethodbasedondiscourseanalysistheoryimprovethestudents‟performanceingrammaticalfilling?Onthebasisofthefindingsoftheexperiment,theauthordrawsaconclusionthatitcanimprovethestudents‟performanceingrammaticalfillingcomparedwithtraditionalgrammarteaching,aswasexpected.However,someunexpectedresultswereyieldedduringtheexperiment.Firstofall,thestudentsintheexperimentalgroupshowedgreatinterestindiscourseanalysistheory,especiallyincohesivedevices,conjunctionsandtheme-rhymestructure.Besides,thestudentssaidthattheyfoundthattheycouldfinishFiveSentencesSelectedinSeven(readingcomprehension)easilyaftertheygraspeddiscourseanalysistheory.ThestudentsalsofounditinterestingtofinishFiveSentencesSelectedinSeven(readingcomprehension)withthehelpofdiscourseanalysistheory.Itwasfoundthatthetheoryoflexicalcohesioncontributestothereadingcomprehension.31 内蒙古师范大学硕士学位论文5.2ImplicationsFormerresearchesondiscourseanalysistheoryweremainlyrelatedtoreading,especiallytocollegereading.Andsomewererelatedtomiddleschoolreading.Alltheresearchersprovedthatdiscourseanalysistheorywerehelpful.Inthisresearch,thefindingssupporttheviewthatdiscourseanalysistheorycontributestoseniorthreegrammarteaching.Accordingtotheexperiment,maintheorieshelpfultogrammaticalfillingaregrammaticalcohesion,genre,contextofdiscourse,theme-rheme.Teachersshouldfirstmasterthesetheoriessystemically.Theme-rhemeisabitdifficultforseniorstudents.Itisbetterfortheteacherstotellthestudentsthatthebeginningpartofasentenceisthemeandtherestpartisrhyme.Whileteachersteachthetheories,abundantandproperdiscoursesrelatedtothetheoriesfirstshouldbepresentedtothestudents.Andafterstudentsgraspthedefinitionsofthetheories,appropriateconsolidateexercisesshouldbeofferedtostudents.Besides,whileguidingstudentstoapplythetheoriesindiscourse,teachersshouldselectproperteachingmaterials.TheauthormainlyusedgrammaticalfillingoftheCollegeEntranceExaminationaswellasNewConceptEnglishIIasteachingmaterials.5.3LimitationsoftheresearchSeverallimitationsoftheresearchshouldbenotedtoimprovethepresentresearchandbehelpfultothefutureresearch.Firstly,inordertoensuretheresearchvalidandreliable,theauthoronlychoseasmallgroupofseniorthreestudentsasresearchsamples,whichnarrowedthescopeoftheresearch.Secondly,becausethereisfewrelatedresearchonthenewtypeoftest,grammaticalfillinganddespitethefacttheauthoristryingtobetterthegrammarteachingstepsbasedondiscourseanalysistheory,theteachingstepsmaybeimperfect.So,itisessentialformoreEnglishteacherstoexplorethisareaandoffermoresuggestionsandinstructions.Lastly,theexperimenttimewasnotverylong.Sincediscourseanalysistheoryishelpfultogrammaticalteaching,theauthorholdsthebeliefthattheexperimentcanbeginatthebeginningofthesecondtermofseniortwo.32 内蒙古师范大学硕士学位论文References[1]Halliday,M.A.K.anintroductiontoFunctionalGrammar[M].London:EdwardArnold,1994.[2]Halliday,M.A.K.LinguisticStudiesofTextandDiscourse[C].Webster,Jonathan.[3]HallidayandHasan.Language,ContextandTest:AspectsofLanguageinaSociall2SemioticPerspective[M].Australia:DeakinUniversityPress,1985.[4]HuangGuowen.TheoryandPracticeofDiscourseAnalysis:AStudyinAdvertisingDiscourse[M].Shanghai:ShanghaiForeignEducationPress,2001.[5]Halliday．M．A．K．＆RHasanCohesioninEnglish［M］．Beijing:ForeignLanguageTeachingandResearchPress．2000[6]Hughes,A.(1989).Testingforlanguageteachers.Cambridge:CambridgeUniversityPress.[7]Halliday,M.A.K1973.ExplorationsintheFunctionsofLanguage[M].London:EdwardArnold[8]Halliday,M.A.K.&R.Hasan.Language,ContextandText:AspectsofLanguageinaSocial-semioticsPerspective[M].Geelong,Victoria:DeakinUniversityPress,1985.[9]Harris,Z.Discourseanalysis[J].Language28:1-30.1952.[10]Hatch,E.DiscourseandLanguageEducation[M].Cambridge:CambridgeUniversityPress,1992.[11]Lock,G.FunctionalEnglishgrammar:anintroductionforsecondlanguageteachers[M].Cambridge：CambridgeUniversityPress,1996.[12]Martin,J.EnglishText:SystemandStructure[M].Amsterdam:Benjamins,1992.[13]McCarthy,M.&Carter,R.languageasdiscourseperspectivesforLanguageTeaching[M][14]Schiffrin,D.ApproachestoDiscourse[M].Oxford:BasilBlack-well,1994.[15]Thompson,G.IntroducingFunctionalGrammar[M].London:EdwardArnold1996.[16]Widdowson,H.G.PracticalStylistics[M].Oxford:OxfordUniversityPress,1992.[17]ZhangDelu.Textcoherenceandinformationstructure:ontheconditionsoftextcoherence[J].ForeignLanguagesResearch,1992(3).[18]戴军熔．英语高考命题：发展趋势及教学启示[J]．中小学英语教学与研2008．11：52-58．[19]黄国文．语篇分析概要［M］．长沙;湖南教育出版社，2003．[20]黄国文．功能语篇分析纵横谈［J］．外语与外语教学，1994(12):46-49．33 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内蒙古师范大学硕士学位论文AppendixITheMaterialsUsedtoAnalyzetheDesignofGrammaticalFilling2014NationalIGrammaticalFillingYangshuo,ChinaItwasraininglightlywhenI__61__(arrive)inYangshuojustbeforedawn.ButIdidn‟tcare.Afewhours__62__,I‟dbeenathomeinHongKong,with__63_(it)chokingsmog.Here,theairwascleanandfresh,evenwiththerain.I‟dskippednearbyGuilin,adreamplacefortouristsseekingthelimestonemountaintopsanddarkwatersoftheLiRiver_64__arepicturedbyartistsinsomanyChinese_65__(painting).Instead,I‟dheadstraightforYangshuo.ForthosewhoflytoGuilin,it‟sonlyanhouraway__66_carandoffersallthesceneryofthebetter-knowncity.Yangshuo__67__(be)reallybeautiful.Astudyoftravelers_68__(conduct)bythewebsiteTripAdvisornamesYangshuoasoneofthetop10destinationsintheworld.AndthetownisfastbecomingapopularweekenddestinationforpeopleinAsia.Abercrombie&Kent,atravelcompanyinHongKong,saysit__69_(regular)arrangesquickgetawayshereforpeople_70__(live)inShanghaiandHongKong.Answer:61.arrived62.before/earlier63.its64.that/which65.paintings66.by67.is68.conducted69.regularly70.living【解析】本文是一篇记叙文。文章主要讲述了作者到中国阳朔游玩的经历和感受。61.arrived句意：就在天亮之前我到了阳朔，天空下着小雨。根据前后句时态可知用一般过去时。62.before/earlier句意：几个小时前，我在香港家里。注意不可以用ago。63.its句意：带着窒息的烟雾。后面为名词，故用its。64.that/which句意：漓江被许多艺术家所绘画。考查定语从句。先行词为LiRiver，在从句中作为主语.65.paintings句意：在如此多的中国绘画中。painting为可数名词，注意用复数形式。66.by句意：乘汽车只需要1个小时。bycar乘汽车。67.is句意：阳朔真的很漂亮。这里用一般现在时。68.conducted句意：一项网站所进行的调查。过去分词作后置定语，表示被动关系。35 内蒙古师范大学硕士学位论文69.regularly句意：定期为人们安排这里适合旅行的地方。修饰动词，用副词修饰。70.living句意：住在上海和香港的人们。现在分词作后置定语。2015NationalIGrammaticalFillingAreyoufacingasituationthatlooksimpossibletofix?In1969,thepollutionwasterriblealongtheCuyahogaRivernearCleveland,Ohio.It61(be)unimaginablethatitcouldeverbecleanedup.Theriverwassopollutedthatit62(actual)caughtfireandburned.Now,yearslater,thisriverisoneof63mostoutstandingexamplesofenvironmentalcleanup.Buttheriverwasn‟tchangedinafewdays64evenafewmonths.Ittookyearsofwork65(reduce)theindustrialpollutionandcleanthewater.Finally,thathardworkpaidoffandnowthewaterintheriveris66(clean)thanever.Maybeyouarefacinganimpossiblesituation.Maybeyouhaveahabit67isdrivingyourfamilycrazy.Possiblyyoudrinktoomuchordon‟tknowhowtocontrolyourcreditcarduse.Whenyoufacesuchanimpossiblesituation,don‟tyouwantaquickfixandsomethingtochangeimmediately?Whilethereare68(amaze)storiesofinstanttransformation,formostofusthe69(change)aregradualandrequirealotofeffortandwork,likecleaningupapollutedriver.Justbe70(patience).Answer:61.was62.actually63.the64.or65.toreduce66.cleaner67.that/which68.amazing69.changes70.patient【解析】一、词形转化1.名词↔形容词：第70小题，给出了名词patience“耐心”。分析语境，可知所要填的词在系动词be后面，是要作表语的，而且要表达“耐心点”，所以要用形容词patient。2.动词→形容词：第68小题，给出了动词amaze“使吃惊”。分析语境，可知所要填的词不是和are构成被动语态，而是要修饰stories，所以要转化成形容词amazing。3.形容词↔副词：第62小题，给出了形容词actual“实际的”。分析语境，可知所要填的词修饰动词caught，所以要转化成副词actually。二、词法1.名词的单复数：第69小题，给出了change。分析语境，要用在the后面，肯定是名词“改变”。再根据谓语动词are复数的提示，可知用复数形式changes。36 内蒙古师范大学硕士学位论文2.形容词比较级：第66小题，给出了clean。根据than的提示，很容易知道用比较级cleaner。3.冠词：第63小题，没有给出提示词。分析语境，可知最高级前面要使用定冠词the。三、句法1.连词：第64小题，没有给出提示词。分析语境，可知要表达“或者是几个月”，所以用or。2.定语从句：第67小题，没有给出提示词。分析语境，名词habit后跟一个句子，这个句子应该是定语从句，且从句中缺少主语，所以要用关系代词that或which。四、动词1.时态：第61小题，给出了提示词be。分析语境，显然是要填be动词的时态。前文讲述了是1969年的事，所以用一般过去时。主语是it，所以用was。2.非谓：第65小题，给出了动词reduce“减少”。分析语境，可知该句使用了ittooksbsometimetodosth的结构，所以要用不定式toreduce。2014NationalIIGrammaticalFillingOnemorning,Iwaswaitingatthebusstop,worriedabout61(be)lateforschool.Thereweremanypeoplewaitingatthebusstop,62someofthemlookedveryanxiousand63(disappoint).Whenthebusfinallycame,weallhurriedonboard.Igotaplacenext64thewindow,soIhadagoodviewofthesidewalk.Aboyonabike65(catch)myattention.Hewasridingbesidethebusandwavinghisarms.Iheardapassengerbehindmeshoutingtothedriver,butherefused66(stop)untilwereachedthenextstop.Still,theboykept67(ride).Hewascarryingsomethingoverhisshoulderandshouting.Finally,whenwecametothenextstop,theboyranuptothedoorofthebus.Iheardanexcitedconversation.Thenthedriverstoodupandasked,“68anyoneloseasuitcaseatthelaststop?”awomanonthebusshouted,“Oh,dear!It‟s69”shepushedherwaytothedriverandtookthesuitcasethankfully.Everyoneonthebusbegantalkingaboutwhattheboyhaddone,andthecrowdofstrangers70(sudden)becamefriendlytooneanother.【解析】Answer:61.being62.and63.disappointed64.to65.caught66.tostop67.riding68.Did69.mine70.suddenly第61题。此题考查非谓语动词。about是介词，后面的动词要用名词形式，所以应该用being。37 内蒙古师范大学硕士学位论文第62题。此题考查连词。连接上一句和本句，而这两个分句只起承上启下的作用，没有转折、因果、让步等含义，故用and连接。第63题。此题考查非谓语动词的形式，或者理解为词性转换。与and前面并列的anxious是形容词，所以应该用形容词（过分化的形容词）。即：disappointed。第64题。此题考查介词短语搭配。与next搭配的介词是to，nextto意思为：贴近；紧挨着。第65题。此题考查动词的时态。全文是以onemorning为主线，所以应该用一般过去式，catch为不规则动词，其过去式为caught。第66题。此题考查非谓语动词。动词refuse的宾语如果是动词，必须得用不定式。即：tostop。第67题。此题考查非谓语动词。keep后面只能跟ing形式作宾语，所以应该用riding。这是以不发音的e结尾的词，要去e再加ing。第68题。此题考查助动词。由于atthelaststop的提示，所以应该用一般疑问句对行为动词提问的助动词Did。第69题。此题考查人称代词或者名词性的物主代词。由前面的问句里的anyone一词得知。回答用me或者mine。表示是我，或者是我的（箱子）。第70题。考查副词。修饰动词的应该为副词。所以用suddenly。副词还可以修饰形容词、副词以及整个句子2015NationalIIGrammaticalFillingTheadobedwellings(土坯房)__61___(build)bythepuebloIndiansoftheAmericansouthwestareadmiredbyeven___62___mostmodernofarchitectsandengineers.Inadditiontotheirsimplebeauty,whatmakestheadobedwellingsadmirableistheir__63__(able)to“aircondition”ahousewithout__64___(use)electricequipment.Wallsmadeofadobetakeintheheatfromthesunonhotdaysandgiveoutthatheat____65__(slow)duringcoolnights,thuswarmingthehouse.Whenanewdaybreaks,thewallshavegivenuptheirheatandarenowcoldenough___66___(cool)thehouseduringthehotday;___67___thesametime,theywarmupagainforthenight.Thiscycle___68__(go)dayafterday;thewallswarmupduringthedayandcooloffduringthenightandarethusalwaystimelyoffset(抵消)fortheoutsidetemperatures.As___69___(nature)architects,thepuebloIndiansfiguredoutexactly__70___thicktheadobewallsneededtobetomakethecycleworkonmostdays.【解析】Answer:61.built62.the63.ability64.using65.slowly66.tocool67.at68.goes69.natural70.how38 内蒙古师范大学硕士学位论文61.built参考解析：过去分词做定语62.the参考解析：最高级前加the63.Ability参考解析：their后接名词，able名词形式ability.64.using参考解析：介词后接动名词65.Slowly参考解析：副词修饰动词giveout.66.tocool参考解析：形容词加enough后接不定式。67.At参考解析：atthesametime68.Goes参考解析：根据上下文，此处用一般现在时态。69.Natural参考解析：形容词做定语修饰名词。70.How参考解析:根据上下文语境，用连接词39 内蒙古师范大学硕士学位论文AppendixIIPre-test2014NationalCollegeEntranceExaminationIIGrammaticalFillingOnemorning,Iwaswaitingatthebusstop,worriedabout61(be)lateforschool.Thereweremanypeoplewaitingatthebusstop,62someofthemlookedveryanxiousand63(disappoint).Whenthebusfinallycame,weallhurriedonboard.Igotaplacenext64thewindow,soIhadagoodviewofthesidewalk.Aboyonabike65(catch)myattention.Hewasridingbesidethebusandwavinghisarms.Iheardapassengerbehindmeshoutingtothedriver,butherefused66(stop)untilwereachedthenextstop.Still,theboykept67(ride).Hewascarryingsomethingoverhisshoulderandshouting.Finally,whenwecametothenextstop,theboyranuptothedoorofthebus.Iheardanexcitedconversation.Thenthedriverstoodupandasked,“68anyoneloseasuitcaseatthelaststop?”awomanonthebusshouted,“Oh,dear!It‟s69”shepushedherwaytothedriverandtookthesuitcasethankfully.Everyoneonthebusbegantalkingaboutwhattheboyhaddone,andthecrowdofstrangers70(sudden)becamefriendlytooneanother.Answer:61.being62.and63.disappointed64.to65.caught66.tostop67.riding68.Did69.mine70.suddenly40 内蒙古师范大学硕士学位论文AppendixIIIPost-test2007GuangdongCollegeExaminationGrammaticalFillingIwasonmywaytotheTaiyetosMountains.Thesunwassettingwhenmycar__1__(break)downneararemoteandpoorvillage.Cursingmymisfortune,IwaswonderingwhereIwasgoingtospendthenightwhenIrealizedthatthevillagerswhohadgatheredaroundmewerearguingasto__2__shouldhavethehonorofreceivingme__3__aguestintheirhouse.Finally,Iacceptedtheofferofanoldwomanwholivedaloneinalittlehouse.Whileshewasgettingme__4__(settle)intoatinybutcleanroom,theheadofthevillagewastyinguphishorsetomycartopullitto__5__smalltownsome20kilometersaway__6__therewasagarage.Ihadnoticedthreehensrunningfreelyinmyhostess"scourtyardandthatnightoneofthemendedupinadishonmytable.__7__villagersbroughtmegoat"scheeseandhoney.Wedranktogetherandtalked__8__(merry)tillfarintothenight.Whenthetimecameformetosaygoodbyetomyfriendsinthevillage,Iwantedtorewardtheoldwoman__9__thetroubleIhadcaused__10__.Answers:1.broke2.who3.as4.settled5.a6.where7.Other/Some8.merrily9.for10.her41 内蒙古师范大学硕士学位论文AcknowledgementsIamextremelygratefultomysupervisor,YanHong,whonotonlyguidedmetofindtheproperandpracticalresearchtopic,butalsohelpedmealotduringmywriting.Mostimportantly,herdevotedattitudestowardsworkhavegreatlyinfluencedme.Iexpressmygratitudetoalltheteachersofmycoursefortheirtirelessworkandtheirkindassistance.Theynotonlyhavetaughtmeknowledge,butalsohaveinfluencedmeasateacher.Duringmyexperiment,mycolleaguesandmystudentsdidmegreatfavor,withoutwhom,Icouldnothavenotcollecteddataandfinishedtheexperiment.Besides,IwanttoshowmythankstothosewriterswhoIhaveneverseenbefore,withoutwhom,Iwouldnothavefoundsomanyusefulinformationwhichenrichedmythesis.Lastbutnotleast,Iwanttosay“Thankyou!”tomyhusband,mymother-in-lawandmyparents.Withouttheirsupport,Icouldnothavereceivedfurthereducationandfinishedmythesis.42