二语学习者英语议论语篇文体模式与对英语写作教学的思考

Rhetorical patterns in English argumentative essays by Chinese ESL learners and their pedagogical implications for teaching English writing

本文以对比文体学领域Kobayashi（1984a）和Kirkpatrick（1995）的研究为框架，运用定性方法对166 名英语专业高年级学生英语议论文段落的文体模式特征、成因和学习者因素进行了分析和讨论，旨在发现英语专业高年级学生概括思维的特点、跨文化交际的意识和误区。本文发现：1）受试采用的文体模式分别为演绎型、归纳型、准归纳型和无主题句型；2）演绎型文体模式说理力度和透彻度较好，但本研究受试在英语议论文构筑中多采用准归纳型和无主题句型的文体模式，造成了说理欠力度和透彻度；3）有效的文体组织模式能促进跨文化交际。本研究的结论对英语专业现行大纲的设置、英语专业写作教学、写作教学中学习任务的设计以及写作的分项训练具有相应的指导意义。

Based on the theoretical frameworks of Kobayashi (1984a) and Kirkpatrick (1995), the present study intends to study rhetorical patterns in English argumentative essays by Chinese senior English major students. The results show that: 1) the rhetorical patterns used by the participants included the inductive pattern, the deductive pattern, the quasi-inductive pattern and the non-topic sentence pattern; 2) the participants tended to use more quasi-inductive and non-topic sentence patterns, which resulted in the weakening of clarity and effectiveness of their essays; 3) effective rhetorical construction can facilitate communication. At last, pedagogical implications for teaching English writing are pointed out.