CAJ | 학술논문

高中英语写作技能的培养若只重写作结果或过程，或两者兼顾，都很难收到比较理想的效果。以篇章语言学的主述位、主位推进与扩展、句际与段际关系类型、衔接与连贯等理论为基础建立起来的“解读——讨论——模仿——构建”综合教学模式，注重感知、认识、学习、模仿和掌握篇章结构的宏观和微观层面的知识体系，如信息结构、主题思想、主位的推进与扩展、细节的逻辑安排、句际间的衔接、意思的连贯、结构的层次安排等，在此基础上再建构语篇、培养写作技能，效果可能会要好一些。
고중영어사작기능적배양약지중사작결과혹과정，혹량자겸고，도흔난수도비교이상적효과。이편장어언학적주술위、주위추진여확전、구제여단제관계류형、함접여련관등이론위기출건립기래적“해독——토론——모방——구건”종합교학모식，주중감지、인식、학습、모방화장악편장결구적굉관화미관층면적지식체계，여신식결구、주제사상、주위적추진여확전、세절적라집안배、구제간적함접、의사적련관、결구적층차안배등，재차기출상재건구어편、배양사작기능，효과가능회요호일사。
It could not be effective enough to develop students＇ writing skill by emphasizing only the result or process of writing or even both of them in senior middle school English teaching. A comprehensive ＂Reading-Discussing-Imitating-Writing＂ model, based on the theories of text linguistics such as theme and predicate, development and expansion of theme, types of inter-sentential relationship, cohesion and coherence, etc., attaches importance to the perception, cognition, learning, imitation and mastery of the system of macro-micro knowledge about texts such as structure of information, theme, the development and expansion of topics, the logical arrangement of details, the cohesion of sentences, the coherence of meaning, the organization of compositions, etc. On this basis it may be more effective to write a composition and finally develop students＇ writing skill.