模糊语教学.ppt

过程体裁法在模糊语教学中的应用研究 ----以非英语专业研究生学术论文摘要写作为例 A Study of Process-Genre Approach to Teaching Hedges in the English Abstract Writing of Academic Articles by Non-English Postgraduates Contents Purpose and organization of the paper Data analysis and discussions Classroom teaching scheme Conclusion Major problems Purpose of the paper This research is concerned about a pedagogical exploration on hedges employed in Chinese non-English postgraduates’ English abstract writing. Many researches show that, compared with English natives, Chinese EFL learners have problems in using hedges in academic writing. Process- Genre(PG )approach is applied in this research in an attempt to raise Ss’ awareness of hedges and improve their ability to hedge in academic writing. Hyland’s(1998) classification on hedges will be relied on as a theoretical framework to analyse data in this research. It is not only simple and straightforward, but also more convenient for the identification and counting work. Hedges are mainly separated into two types, lexical and non-lexical. This study mainly concentrates on lexical hedges which represent the majority of hedges in English research articles. Badger and White (2000) attempt to combine the Product Approach, the Process Approach, and the Genre Approach. Then, a new teaching method is developed which is termed “Process-genre Approach”. Since it synthesizes the features of the above three teaching models, the PG approach reflects an integration of their theoretical frameworks, namely the Input Hypothesis theory, the Cooperative Learning theory, Genre Analysis theory and the Schema theory. Organization of the paper 1 Introduction 1.1 Research rationale 1.2 Significance of the research. 1.3 Layout of the paper 2. Literature Review 2.1 An Overview of Previous Studies on Hedges 2.1.1 The Development of the Concept of Hedges from the Perspective of Logic to Pragmatics 2.1.2