CAJ | 학술논문

以《大学英语精读》第三册中Why I Teach文本的语篇分析为例,对英语语篇如何利用相应的语篇组织模式传递信息、表达思想进行了分析与论述,继而对英语中常用的通过词汇和语法衔接手段实现表层的句际间衔接、通过主述位推进模式实现深层的语义连贯在该文本语篇中的具体应用进行了阐释与解析。由此,文章通过基于语篇语言学理论的、充分利用阅读教材的篇章教学,探索了以读促写、以写助读的英语写作教学途径。
이《대학영어정독》제삼책중Why I Teach문본적어편분석위례,대영어어편여하이용상응적어편조직모식전체신식、표체사상진행료분석여논술,계이대영어중상용적통과사회화어법함접수단실현표층적구제간함접、통과주술위추진모식실현심층적어의련관재해문본어편중적구체응용진행료천석여해석。유차,문장통과기우어편어언학이론적、충분이용열독교재적편장교학,탐색료이독촉사、이사조독적영어사작교학도경。
Based on the discourse analysis of the text Why I Teach,taken from College English Intensive Reading Book 3,this paper illustrates how a textual pattern can be used in the text to express ideas and convey information.Then the paper elaborates on what grammatical and lexical cohesions are used in the text to get semantic connection between sentences,and how thematic progression can be used to achieve coherence in writing.With these detailed clarifications on how discourse analysis theories are applied to achieving cohesion and coherence in a reading text,the paper explores the reading-to-write,writing-to-foster discourse reading approach to EFL writing teaching.