修辞结构理论(RST)提高英语写作能力效果评估  

Evaluation of Rhetorical Structure Theory(RST)’s Effect on English Writing Ability

作　　者：冯静 李改梅 FENG Jing;LI Gai-mei(Foreign Language Department,Binhai College,Nankai University,Tianjin 300270)

机构地区：[1]南开大学滨海学院外语系,天津300270

出　　处：《汕头大学学报（人文社会科学版）》2022年第1期15-22,94,共9页Journal of Shantou University(Humanities and Social Sciences Edition)

基　　金：天津市教委科研计划项目“修辞结构理论下的英语写作能力研究”(2020SK135)。

摘　　要：大学生英语写作存在前后句逻辑不严密、语义不连贯等语篇问题。目前大部分写作课教学忽视对语篇推进能力的培养。学者普遍认为修辞结构理论(RST)对提高英语写作能力有帮助,但是对RST在教学中应用的具体方法和效果鲜有讨论。本文依据教学实验,评估RST提高英语写作能力的效果,采用RSTTool3.45和SPSS软件对数据进行采集和分析,得出数据和结论:在采用文体分类法介绍修辞结构关系后,(1)学生正确使用修辞结构关系的频数与授课前存在显著差异(P=0.01),即正确使用关系的频数显著增加;(2)使用了更多带有意图或表达前后句逻辑关系的具体的修辞结构关系;(3)可以根据作文的观点选取恰当的修辞结构关系。There are some textual problems in university students’English writing,such as an imprecise logic between the preceding and the following sentences and semantic incoherence,etc.Currently most English writing courses ignores the cultivation of the textual development ability.Scholars generally agree that Rhetorical Structure Theory(RST)is conducive to improving the English writing ability,but there are few discussions on the method and effect of teaching RST at class.This article evaluates the effect of RST on the students’English writing ability based on the teaching experiment and the analysis of the data collected and analyzed by the software tools of RSTTool 3.45 and SPSS.It concludes that after teaching rhetorical structural relations through stylistic classification method,(1)there is a marked difference of the students’frequency of correct use of rhetorical structural relations between the tests before and after RST teaching(P=0.01)i.e.the frequency of correct use of relations increases markedly;(2)the students used more specific rhetorical structural relations with intentions or expressing the logical relation between two sentences;(3)the students can choose proper rhetorical structural relations according to the argument.

关 键 词：修辞结构理论 修辞结构关系 文体分类 语篇 连贯 

分 类 号：G420[文化科学—课程与教学论]