CAJ | 학술논문

将主位推进理论引入到英语写作教学中，利用实证研究的方法，对实验班和控制班60名非英语专业二年级学生在实验前后所写的英语作文得分以及实验班学生在实验前后所写作文中使用主位类型和主位推进模式进行对比分析，主要探讨其与英语写作之间的关系。实验借助统计学软件SPSS17.0对所得数据进行描述统计和独立样本T检验。结果显示，实验后学生使用的主位及主位推进模式多样化，作文整体水平得到了显著性提高，尤其是篇章的连贯性。
장주위추진이론인입도영어사작교학중，이용실증연구적방법，대실험반화공제반60명비영어전업이년급학생재실험전후소사적영어작문득분이급실험반학생재실험전후소사작문중사용주위류형화주위추진모식진행대비분석，주요탐토기여영어사작지간적관계。실험차조통계학연건SPSS17.0대소득수거진행묘술통계화독립양본T검험。결과현시，실험후학생사용적주위급주위추진모식다양화，작문정체수평득도료현저성제고，우기시편장적련관성。
In this paper, the thematic progression theory is introduced into English writing teaching in order to discuss the relationship between them. By an empirical study, the paper compares the scores of the English compositions written by 60 sophomore non-English major students, and at the same time, ana-lyzes the types of theme and thematic progression patterns in the compositions of the experiment class before and after the experiment. The data are collected and processed by using the descriptive statis-tics and independent samples T-test of the statistical software SPSS17.0. The results demonstrate that more diversified and flexible types of theme and TP patterns are found in the compositions after the experiment and their compositions, especially the textual coherence, have been significantly improved.