| Meta-discourse is a method used by the author to organize paragraph or passage,guide the readers into the discourse,and express views and attitudes to achieve the purpose of communicating with the readers.The use of meta-discourse for composition teaching is conducive to helping Chinese learners pay attention to the function of discourse,use the organizational structure and vocabulary function of the chapter to create a discourse atmosphere,and express their viewpoints and attitudes better.Based on the Hyland meta-discourse analysis framework and systematic functional linguistics perspective,this thesis takes 56 native English-speaking Chinese learner’s essays in HSK Dynamic Composition Corpus 2.0 as the research object,applies the corpus analysis method,data analysis method and comparative research method,and analyzes the problems and the causes by analyzing the use of meta-discourses in these compositions;and on this basis,I am willing to propose really effective meta-discourse teaching strategies.The thesis contains the following six parts:The first part is an introduction,which introduces the practical background,research significance,theoretical basis,research review,research methods,and out of what kind of purpose do the author choose the research objects and how to make full use of it.The second part is an introduction to meta-discourse theory,which mainly summarizes the development,classification,characteristics and functions of meta-discourse connotations.The thesis focuses on the development and classification of the connotations of meta-discourses by Crismore and Hyland,elaborates on the definition and basis of meta-discourses used in this thesis,and exemplifies the functions of various meta-discourses from the perspective of Halliday’s linguistic meta-language function.The third part is the meta-discourse category and characteristic analysis of the HSK composition of native English-speaking Chinese learners,and the meta-discourse in the HSK composition of native English-speaking Chinese learners is examined,used and characterized according to the classification method based on this thesis,and the meta-discourse high-frequency vocabulary in this part of the HSK composition is analyzed and summarized.The fourth part is the analysis of the problems and the causes in the use of meta-discourse by native English-speaking Chinese learner’s HSK essays,and the main problems are expounded from two aspects: the use of meta-discourses is insufficient to meet the expression needs and the use of meta-discourses does not meet the expression characteristics of Chinese composition language.Combined with the specific manifestations of the problem,the causes of the problems are analyzed from four aspects:unsystematic learning process,insensitivity to semantic relationships,insufficient knowledge accumulation and negative transfer of the first language.The fifth part is aimed at the teaching coping strategies of Chinese learners on the use of meta-discourse and its causes,and gives suggestions from the teaching situation,teaching method,teaching activities and teaching achievement evaluation of meta-discourse.The sixth part is the concluding remarks of this thesis,which summarizes the basic conclusions,understandings and related strategic suggestions obtained and put forward in the analysis and discussion of the full text investigation,clarifies the innovation of this thesis,but also reflects on the shortcomings of the research,and puts forward some ideas and prospects for further research on the topic in view of the existing shortcomings.The main conclusive outcomings studied in the thesis are: HSK composition mainly presents two problems in the use of meta-discourse,that is: the use of meta-discourse is generally insufficient to support the needs of article narrative and the use of meta-discourses does not meet the expression characteristics of Chinese composition language.Specific manifestations include insufficient use of meta-discourse,improper use of context,colloquialism and lack of rationalization of articles.The causes of the above problems are unsystematic learning process,misjudgment of semantic relationships,insufficient knowledge accumulationand and negative transfer of native language.According to the causes of the problems,the thesis proposes teaching strategies for teaching meta-discourse in HSK compositionin in combination with the project-based teaching method. |
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