CAJ | 학술논문

系统功能语言学理论为大学英语写作教学实践提供了新的视角，从主述位选择、主位推进模式来组织信息，可以将语言的形式与内在意义结合，更容易掌握和分析语篇结构并有效指导学生的英语写作。经过对实验组和对照纽12周的教学实验，以CET4作文真题为初测和终测，对比作文均值差异度，发现在采用不同的教学方式后实验组和对照组的英语写作成绩有了显著的差异，采用系统功能语言学理论指导的实验组取得了更大的提高。由于客观条件所限，实验也存在时间较短、涉及体裁不多等问题。
계통공능어언학이론위대학영어사작교학실천제공료신적시각，종주술위선택、주위추진모식래조직신식，가이장어언적형식여내재의의결합，경용역장악화분석어편결구병유효지도학생적영어사작。경과대실험조화대조뉴12주적교학실험，이CET4작문진제위초측화종측，대비작문균치차이도，발현재채용불동적교학방식후실험조화대조조적영어사작성적유료현저적차이，채용계통공능어언학이론지도적실험조취득료경대적제고。유우객관조건소한，실험야존재시간교단、섭급체재불다등문제。
Systemic Functional Grammar provides a fresh perspective for the teaching practice of College English writing. With knowledge of thematic choices and thematic progression patterns in English writings, students may learn to organize information effectively, unite the language form and language meaning more easily. With the guidance of thematic progression, students may better master and analyze the structure of English writing and construct coherent writings with more ease. Teaching practice with functional perspective had been given in the experimental group, and the traditional approach in the control group for 12-week teaching experiment. Students in both groups were given CET4 English writing tasks before and after the experiment. The writings were scored and the scores were collected as data and analyzed to compare the differences in the scores of writings between the two groups before and after the ex- periment. The result shows that there is a significant difference in students writing scores after the experiment, which proves the effectiveness of this systemic functional pedagogical attempt. Students in the experimental group improve more significantly in English writing. Due to many objective conditions, there is still much room for future improvement. For instance, the teaching experiment is relatively short; the genres covered in class are not enough.