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首页> 外文期刊>Journal of Education and Practice >Effects of Instruction on Chinese College Students’ Use of Thematic Progression in English Essays
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Effects of Instruction on Chinese College Students’ Use of Thematic Progression in English Essays

机译：教学对中国大学生英语散文主题化运用的影响

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Thematic progression (TP) patterns used in English leaner essays provide clues as to how they organize information and develop important concepts in their essays. This quasi-experimental research proved that instruction in TP produced positive effects on Chinese college students’ use of linear progressions, constant progressions and new Themes. Linear progressions and new Themes were found to be significantly different between experimental group (CSE)’s pre- and post- essays; the use of linear progressions in their post-essays was found to be in accord with that in native speaker (NS) essays; the difference in constant progressions was also found to be less significant in CSE post-essays and NS essays than in CSE pre-essays and NS essays. These findings revealed that Chinese college students displayed similar performances as or moved closer to native speakers in linear progressions, constant progressions and new Themes in their post-essays. It is suggested that pedagogical efforts are needed to direct students’ attention to properly relating Theme or Rheme to preceding and succeeding Themes and Rhemes to hold onto important information when writing in English.
机译：英语精简论文中使用的主题进阶（TP）模式为他们如何组织信息以及在论文中发展重要概念提供了线索。这项准实验研究证明，TP教学对中国大学生线性发展，持续发展和新主题的使用产生了积极影响。实验组（CSE）的论文前后，线性进展和新主题明显不同。发现在他们的论文中使用线性进行与在以母语为母语的论文中使用一致;在CSE论文后和NS论文中，恒定进度的差异也没有CSE论文前和NS论文显着。这些发现表明，中国大学生在论文中表现出与母语者相似的表现，或在母语发展，持续进步和新主题方面更接近母语者。建议需要进行教学上的努力，以引导学生注意正确地将主题或韵母与之前和之后的主题和韵母联系起来，以在用英语写作时保留重要的信息。

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