investigation of Non-English Majors' Learning Strategy in English

单位代码10445学号2011021178分类号H319研究生类别全日制硕士学位论文（学术学位）论文题目 A Study of the Impact of Non-English-MajorGraduate Students’ Critical Thinking Abilityon Their English Writing Proficiency非英语专业研究生批判性思维能力对英语写作水平的影响研究学科专业名称课程与教学论（英语）申请人姓名闫岩指导教师胡艳玲教授论文提交时间2014年5月30日A Study of the Impact of Non-English-Major Graduate Students’ Critical Thinking Ability on Their EnglishWriting ProficiencyByYan YanUnder the Supervision of Professor HuYanlingSubmitted toSchool of Foreign LanguagesIn Candidacy for the Degree of Master of EducationShandong Normal UniversityJinan, ShandongChinaMay, 2014独创声明本人声明所呈交的学位论文是本人在导师指导下进行的研究工作及取得的研究成果。

据我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成果，也不包含为获得（注：如没有其他需要特别声明的，本栏可空）或其他教育机构的学位或证书使用过的材料。

与我一同工作的同志对本研究所做的任何贡献均已在论文中作了明确的说明并表示谢意。

学位论文作者签名：学位论文版权使用授权书本学位论文作者完全了解学校有关保留、使用学位论文的规定，有权保留并向国家有关部门或机构送交论文的复印件和磁盘，允许论文被查阅和借阅。

成人本科非专业英语作文The Importance of Non-Major Undergraduate English Education for AdultsIn today's increasingly globalized world, the ability to communicate effectively in English has become a critical skill for individuals seeking to advance their careers and personal development. While traditional English education has often been geared towards students pursuing language-focused degrees, the importance of non-major undergraduate English education for adults should not be overlooked.One of the primary benefits of non-major undergraduate English education for adults is the opportunity to enhance their communication skills in a professional setting. In many industries, the ability to read, write, and speak English fluently is a prerequisite for success. Whether it's participating in international business meetings, negotiating contracts, or presenting to a global audience, the mastery of the English language can be the difference between professional advancement and stagnation.Moreover, non-major undergraduate English education can also provide adults with a deeper understanding of different cultures and customs. As the world becomes more interconnected, the ability to navigate cross-cultural communication effectively is increasingly valuable. By studying the nuances of the English language, adults can gain insights into the cultural norms and social etiquette that are essential for successful interactions in a global context.Another significant advantage of non-major undergraduate English education for adults is the potential for personal growth and intellectual stimulation. Learning a new language can be a challenging and rewarding experience, one that can enhance cognitive abilities, increase problem-solving skills, and foster a sense of accomplishment. Additionally, the exposure to literature, films, and other forms of English-language media can broaden an individual's cultural horizons and provide a gateway to new ideas and perspectives.Furthermore, non-major undergraduate English education can also serve as a bridge for adults who may have had limited access to English instruction earlier in their lives. For many individuals, particularly those from underserved or underprivileged communities, the opportunity to study English at the university level can be a transformative experience, opening up new educational andprofessional opportunities that were previously out of reach.In recognition of the importance of non-major undergraduate English education for adults, many universities and educational institutions have developed specialized programs and curricula to cater to the unique needs and learning styles of this demographic. These programs often incorporate a range of teaching methodologies, including interactive classroom activities, online learning platforms, and experiential learning opportunities, to ensure that adults can effectively develop and apply their English language skills.One such example is the non-major undergraduate English program at XYZ University, which has been designed to provide a comprehensive and flexible learning experience for adult learners. The program offers a diverse range of courses, from foundational grammar and vocabulary lessons to more advanced topics such as business communication, academic writing, and cross-cultural understanding. Additionally, the program incorporates a strong emphasis on practical application, with students engaging in real-world projects and simulations that allow them to put their newfound skills into practice.Another notable aspect of the XYZ University non-major undergraduate English program is its commitment to fostering asupportive and inclusive learning environment. The program recognizes that adult learners often have unique challenges and responsibilities, such as balancing work, family, and educational commitments. To address these needs, the program offers flexible scheduling options, personalized academic advising, and a range of student support services, ensuring that adult learners can successfully navigate their educational journey.Moreover, the XYZ University non-major undergraduate English program also emphasizes the importance of developing well-rounded individuals who are not only proficient in the English language but also possess a deep understanding of the cultural, social, and ethical implications of effective communication. Through interdisciplinary coursework and collaborative learning experiences, students are encouraged to explore the intersections between language, culture, and personal and professional development.In conclusion, the importance of non-major undergraduate English education for adults cannot be overstated. By providing individuals with the opportunity to enhance their communication skills, deepen their cultural understanding, and unlock new personal and professional opportunities, these programs play a vital role in empowering adults to thrive in an increasingly globalized world. As the demand for English language proficiency continues to grow, the continued investment in and expansion of non-major undergraduateEnglish education for adults will be crucial in ensuring the success and competitiveness of individuals and communities alike.。

非英语专业大学英语教材Introduction:In today's globalized world, proficiency in English has become essential for individuals from all walks of life. This is particularly relevant for non-English major students in universities who need to acquire a strong foundation in English language skills. As a result, the availability and quality of English textbooks specifically designed for non-English major students are of paramount importance. This article aims to explore the key components and characteristics of an ideal English textbook for non-English major university students.1. Language Level and Progression:A well-designed English textbook for non-English major students should start with basic language concepts and gradually progress to more advanced topics. The language level should be suitable for beginners, providing clear explanations of grammar, vocabulary, and sentence structures. This allows students to build a solid foundation and gradually develop their language skills.2. Authentic Materials:The inclusion of authentic materials in the English textbook is crucial in exposing students to real-life language usage. Authentic materials can be in the form of newspaper articles, interviews, or excerpts from books and movies. These materials not only enhance students' language comprehension but also expose them to different cultural contexts and perspectives.3. Interactive Activities:Engaging and interactive activities play a pivotal role in reinforcing language learning. A good English textbook should provide a variety of activities such as fill-in-the-blanks, dialogues, role-plays, and group discussions. These activities encourage students' active participation and allow them to practice and apply what they have learned in a meaningful way.4. Comprehensive Language Skills:An ideal English textbook for non-English major students should cover all four language skills: listening, speaking, reading, and writing. It should provide relevant exercises and strategies for students to develop each individual skill. Additionally, the textbook should integrate these skills in a way that reflects real-life communication situations, promoting integrated language learning.5. Cultural Awareness:In addition to language proficiency, an English textbook for non-English major students should also foster cultural awareness. It should include sections that introduce English-speaking countries' customs, traditions, and social norms. This helps students understand the cultural context behind the language they are learning, enabling them to become effective communicators in a global context.6. Multimedia Resources:To cater to the diverse learning preferences of students, an effective English textbook should incorporate multimedia resources. This may includeaccompanying audio CDs, online resources, or mobile applications. These resources can provide additional listening practice, pronunciation guidance, and interactive exercises, enhancing the overall learning experience.Conclusion:A well-designed English textbook for non-English major university students plays a crucial role in developing their language skills and cultural awareness. By providing a suitable language level, authentic materials, interactive activities, comprehensive language skill coverage, cultural insights, and multimedia resources, such a textbook can effectively support non-English major students in their English language learning journey. Consequently, universities must invest in developing and adopting high-quality English textbooks that meet the specific needs of non-English major students and enable them to become proficient and confident English speakers.。

非英语专业研究生英语（第一外语）教学大纲－、总则（—）为了保证达到《中华人民共和国学位条例暂行实施办法》中规定的外国语学习要求，进行非英语专业研究生英语课程的教学工作，特制定本大纲。

（二）研究生英语教学的宗旨是为了使学生掌握英语这门工具进行本专业的学习、研究与国际交流，为我国的社会主义建设服务，在教学中要坚持从实际出发、学以致用的原则，培养和提高研究生运用英语的能力。

二、硕士研究生的英语教学与考试（一）教学对象本大纲的教学对象是非英语专业的硕士研究生（以下简称硕士生）。

硕士生入学时应达到以下水平：（1）掌握4000 个左右常用单词及370 个左右常用词组（能正确识别词类，选择词义），对其中1500 个左右基本词能复用性掌握（即能正确识别词类，选择词义，英汉互译，熟悉某些常用搭配和用法）并具有初步的构词知识；（2）掌握基本语法知识（具备大学英语覆盖的语法知识）；（3）能阅读一般难度（相当于大学英语四级课文的难度）的英语读物，理解基本正确，阅读速度为每分钟50 词左右。

1（4）能将一般难度的英语短文译成汉语，理解基本正确，译文达意；能将一般难度的汉语句子译成英语，内容表达与语法基本正确；（5）具有初步的写作能力。

硕士生中有一定数量单独考试入学的学生，其入学水平亦应逐步达到上述要求。

（二）教学目的硕士生英语教学目的是培养学生具有较熟练的阅读能力，一定的写、译能力和基本的听、说能力，能够以英语为工具进行本专业的学习和研究。

对听、说能力要求较高的专业，可根据需要，加强听、说能力的培养。

（三）教学要求硕士生的英语教学包括基础英语和专业英语两部分。

1、基础英语部分（1）词汇理解性掌握5000个左右的常用单词及500 个左右常用词组，复用性掌握其中2000 个左右的基本词。

认知120 个左右常用词根和词缀，并能根据构词法识别派生词。

（2）语法能较熟练地运用语法知识，能理解语法结构复杂的长难句。

3）读掌握并能运用各项阅读技能（如概括中心思想，猜词语意，预见，推理和推论等），具有语篇水平上的分析能力。

国开非英语专业学位英语As the era of globalization accelerates, English has become an indispensable tool for communication and development. In China, the National Open University (NOU), a leading institution in distance education, has recognized the importance of English proficiency and incorporated it into its non-English major degree programs. Thisintegration poses both challenges and opportunities for students pursuing their academic goals.**Challenges in Mastering English for Non-English Majors**The first challenge lies in the language barrier. English, being a foreign language for the majority of Chinese students, requires significant dedication andeffort to master. The syntax, vocabulary, and pronunciation differ significantly from Chinese, making it difficult for students to adapt. Additionally, the lack of English input and output opportunities in daily life adds to thedifficulty of acquiring the language.Moreover, the integration of English into non-English major degree programs presents a challenge in terms of curriculum design. How to balance the focus on English proficiency and the core content of the degree program is a dilemma that needs to be addressed. This requires careful consideration and innovative approaches from educators.**Opportunities in Enhancing English Proficiency**Despite the challenges, the integration of English into non-English major degree programs offers numerous opportunities. Firstly, it encourages students to develop a global perspective. By mastering English, students can access a wider range of academic and cultural resources, broaden their horizons, and enhance their understanding of the world.Secondly, it prepares students for the global job market. In today's interconnected world, employers often prefer candidates who possess good English proficiency. By acquiring English skills, students increase their competitiveness in the job market and expand their career opportunities.Lastly, it fosters cross-cultural communication. English acts as a bridge between different cultures, enabling people to communicate and collaborate effectively. By improving their English proficiency, students can engage in meaningful cross-cultural exchanges and build bridges of understanding and friendship.**Conclusion**In conclusion, the integration of English into non-English major degree programs at the National Open University presents both challenges and opportunities. While the language barrier and curriculum design pose challenges, the opportunities in developing a global perspective, enhancing employability, and fostering cross-cultural communication are immense. It is important for students to embrace these challenges and seize the opportunities to enhance their English proficiency, thus laying a solid foundation for their academic and professional success.**国开非英语专业学位英语的挑战与机遇**随着全球化时代的加速，英语已成为沟通与发展的不可或缺的工具。

2016年最新全英原创毕业论文，都是近期写作1 《围城》英译本衔接研究2 从用餐礼仪看中美核心价值观差异3 美国牛仔形象演变和西部电影发展的研究4 女性主义视角下汤婷婷《女勇士》中华裔女性的重生5 场独立和场依存对不同主题阅读材料的影响研究6 英汉味觉隐喻的对比研究7 现代英语新词分析8 威廉布莱克诗歌的浪漫主义特征研究9 论中英思维方式差异对主语翻译的影响10 中英商标翻译中的文化障碍与翻译策略研究11 论《教授的房子》中圣彼得教授对自我的追求12 论《芒果街上的小屋》的“简单”13 英语财经报道中的词汇衔接研究14 “省力原则”在口译过程中的应用15 英语专业学生课外网络自主学习问题研究16 文档所公布均英语全英原创毕业论文。

原创⑦⑨⑨⑦⑤⑦⑨③⑧17 《弗洛斯河上的磨坊》中麦琪悲剧原因分析18 如何增强小学生英语课堂教学的趣味性19 目的论指导下《页岩》英译汉中的词类转译现象20 交际教学法在初中英语教学中的运用21 论科技英语翻译中科学性与艺术性的和谐统一22 美国电影中的英雄主义解析23 Cultural Differences Between Chinese and American Social Etiquettes24 英国战争史对英语习语的影响25 《蝴蝶梦》中的女权主义26 极致现实主义与现代自然主义──分析杰克伦敦小说《野性的呼唤》27 中美面子观比较及其对商务谈判策略的启示28 托尼莫里森《宠儿》中保罗D的形象解析29 The Comparison of Table Manners between China and Western Countries30 英文电影对英语专业学生词汇附带习得的影响31 霍桑清教观的矛盾性在《红字》中的体现32 NBA和CBA的文化差异分析33 汉语动词和翻译34 论路易莎·梅·奥尔科特《小妇人》中的女性主义35 鲁滨逊荒岛生存技能的分析36 论《哈姆雷特》和《麦克白》中的超自然因素37 A Probe into Three Phases for Effective Business Negotiations38 《玻璃动物园》中的逃避主义解读39 从《爱玛》中的言语反讽看乔拉的反讽理论40 视觉文化在英语词汇学习中的应用41 试析《珍妮姑娘》中女主人公的悲剧根源42 爱情至上——浅析海明威笔下的女性形象43 从功能对等理论的角度看英语新闻标题中修辞的翻译44 浅析艾米莉狄金森诗歌中的认知隐喻45 汉语对英语语法学习的负迁移46 The Importance of the Translators’Overall Qualities In Translation47 用批评性语言分析中美主要矛盾48 关于英语课堂中教师体态语的研究49 浅析儿童自然英语教学法的心理学优势50 浅谈英语俚语51 《爱玛》的三个中译本中翻译策略的比较研究52 A Comparison of the English Color Terms53 非智力因素与英语学习的关系-以xx大学学生为例54 跨文化意识在初中英语教材中的渗透55 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中英报刊新闻标题语言特色探讨91 论英语无灵句与汉语有灵句的互译92 从安利（中国）的成功看直销模式在我国的发展93 论英语新闻标题中修辞的汉译94 英语电影片名翻译微探95 中西礼貌用语的语用对比研究96 浅析新闻英语中模糊语言的运用97 《蝇王》中火的象征意义的转变98 《呼啸山庄》和《远离尘嚣》中女主人公的女性意识的对比99 产品说明书的翻译技巧100 跨文化广告传播中的语用失误研究101 翻译腔成因浅探102 American Country Music103 浅论《洛丽塔》主人公悲剧命运的根源104 A Study of Stylistic Features and Translation of Journalistic English105 高中生对语法态度的研究106 浅析政治外宣文本的翻译策略107 《达洛卫夫人》中的意识流技巧探析108 女性主义视角下《傲慢与偏见》的情态意义解读109 从惩罚角度看中美育儿观110 论《简爱》中话语的人际意义111 《白鲸》的生态解读112 粤菜翻译之“信达雅”113 英文歌曲在提高英语专业学生口语能力方面的作用114 《女勇士》中的文化冲突与文化融合115 《玻璃动物园》中的逃避主义解读116 A CP-based Analysis of Humor in Friends117 《玻璃动物园》中的逃避主义解读118 《玻璃动物园》中的逃避主义解读119 卡勒德•胡塞尼《灿烂千阳》中两性和谐关系的建构120 勃莱特.阿什利－－《太阳照常升起》中的新女性121 《鲁滨逊漂流记》两个翻译版本的文体分析122 The Road to the Outside World：An Analysis of Chinese Martial Arts123 文本分类理论与广告翻译124 论侦探小说中的侦探话语的谎言测定125 埃德加爱伦坡短篇小说的语言特色分析126 鲁滨逊荒岛生存技能的分析127 英汉视觉动词概念隐喻的对比研究128 浅析《弗兰肯斯坦》中怪物“善”与“恶”的转变129 论《英国病人》中角色的自我认知130 On Social Function of English Euphemism Expression131 A Comparative Study of English and Chinese Taboos in the Context of Intercultural Communication132 浅析商务谈判中非言语交际的核心地位133 An Application of Schema Theory in Interpreting134 《夏日鸟笼》的女性主义解读135 An Analysis of the D Film Alice in Wonderland from the Perspective of Gothicism136 浅析《格列佛游记》中的乌托邦主题137 The Darkness in Oscar Wilde’s Fairy Tales138 《沙漠之花》的女性主义研究139 Translator’s Subjectivity in Three Translated Versions of YeYuJiBei140 从好莱坞电影中的中国形象变化分析中国在西方人眼中的形象变化及原因141 PPT课件在理论课教学中的应用及思考142 中英社交禁忌习俗异同之比较分析143 苔丝之罪是谁之过144 《灿烂千阳》和《倾城之恋》中战争背景下的女性形象对比分析145 英文电影名称汉译原则和方法的研究146 教师角色的转变与高中生英语自主学习能力的提高147 (英语系经贸英语)浅析特许经营模式下受许人获得的优势－－以全聚德为例148 《雾都孤儿》中的童话模式解读149 孤独的精神探索者——《月亮和六便士》和《刀锋》中主人公形象分析150 《红字》中的若干象征意义151 《老人与海》中的孤独152 高中英语听力课中的文化教学153 A Survey on Western Culture Learning among Non-English Majors154 英语商业广告中幽默的语用分析155 大学生通过联想记忆词汇的方法156 论《傲慢与偏见》中简奥斯丁的女性意识157 当诗意邂逅商业－－-解读中英诗型广告意境之美158 On Misreading in Reading Comprehension from the Perspective of Discourse Analysis159 浅析《最蓝的眼睛》中的创伤和治愈160 中英语言中动物词汇的文化含义对比161 英文电影片名翻译策略研究162 普罗米修斯精神在《弗兰肯斯坦》中的体现163 A Comparative Analysis of Vanity Fair and Great Expectations164 《麦田里的守望者》中霍尔顿成长悲剧的成因分析以及对当今青少年的启迪165 A Study on the Effectiveness of Cooperative Learning in Junior High School166 从《飘》中人物性格分析看适者生存的道理167 浅析汉英动物词的文化内涵及其翻译168 从违反合作原则看英语广告语言169 英语委婉语负面影响研究170 音意兼译—外来词中译之首选法171 从《雾都孤儿》看查尔斯狄更斯的善恶观172 《长日入夜行》中舞台指令的的作用173 On the Absurdity in Waiting for Godot174 从《道连格雷的画像》透析王尔德的艺术人生观175 从归化和异化的角度看《功夫熊猫》的字幕翻译176 从合作性原则看品牌代言中广告语的使用177 Culture Teaching in College English Listening Classrooms178 从功能对等理论谈汉语成语的英译179 化妆品商标的文化内涵与翻译180 汤姆叔叔的小屋中汤姆形象分析181 文化全球化语境下中英婚姻习俗的对比研究182 浅析《最蓝的眼睛》中主流审美观对美国黑人的影响183 从《卡斯特桥市长》看哈代作品中的宿命论色彩184 关于初中英语课堂中教师体态语的研究185 论面子在中国奢侈品消费中所起的催化促进作用186 比较研究王维与华兹华斯的自然观187 Investigation of Cultural Difference in English-Chinese Advertisement Translation from Rhetoric Perspective188 A Study of Pragmatic Functions of Fuzzy Language in English Advertisements189 西方影视作品中的美国婚俗研究190 守望爱情的孤独勇士－－论电影《暮光之城》爱德华的永恒魅力191 《了不起的盖茨比》中的黛西形象解读192 图式理论在高中英语阅读教学中的应用193 英语谚语中的性别歧视194 分析数字“九”极其倍数的英译195 《好人难寻》中哥特手法运用的分析196 工业化进程中的人性异化——解读wrence《儿子与情人》197 《宠儿》的非线性叙事模式198 The Analysis of the Representative Images in The Waste Land199 《弗兰肯斯坦》的悲剧性200 The Elementary Stage Translation Teaching Design for Undergraduate English Majors。

英语(二)考试大纲(非英语专业)English (Second) Exam Syllabus (Non-English Major)1. IntroductionThe English (Second) exam is designed for non-English majors to assess their proficiency in the English language. It aims to evaluate students' listening, speaking, reading, and writing skills to ensure they have a strong foundation in English communication.2. Exam FormatThe English (Second) exam will consist of four sections:- Listening Comprehension- Speaking- Reading Comprehension- WritingEach section will test different language skills and will be timed accordingly to ensure that students have sufficient time to complete each task.3. Listening ComprehensionIn this section, students will listen to a series of recordings and answer questions based on the content. They will be evaluated on their ability to understand the main ideas, details, and inferences of the recordings. This section aims to test students' listening skills and their ability to comprehend spoken English.4. SpeakingThe speaking section will require students to express their ideas and opinions on a given topic. They will be assessed on their pronunciation, vocabulary, grammar, and fluency. This section aims to test students' ability to communicate effectively in English and to express themselves clearly.5. Reading ComprehensionIn this section, students will read a series of passages and answer questions based on the content. They will be evaluated on their ability to understand the main ideas, details, and inferences of the passages. This section aims to test students' reading skills and their ability to comprehend written English.6. WritingThe writing section will require students to write an essay or a short composition on a given topic. They will be assessed ontheir organization, coherence, vocabulary, grammar, and sentence structure. This section aims to test students' writing skills and their ability to express themselves in written English.7. Preparation TipsTo prepare for the English (Second) exam, students should:- Practice listening to English recordings and try to understand the main ideas and details.- Practice speaking English with others and focus on pronunciation and fluency.- Read English passages regularly to improve reading comprehension skills.- Practice writing essays or compositions on different topics to improve writing skills.8. ConclusionThe English (Second) exam is an important assessment for non-English majors to demonstrate their proficiency in the English language. By preparing effectively and practicing regularly, students can improve their English skills and perform well on the exam. Good luck to all students taking the English (Second) exam!。

Sino-US English Teaching, ISSN 1539-8072June 2012, Vol. 9, No. 6, 1204-1207Theory of Textual Patterns and Discourse Coherencein Students’ English WritingQI Xiu-kunHarbin Institute of Technology, Harbin, ChinaZHAO Yong Northeast Forestry University, Harbin, ChinaThe present study applies “Textual Patterns” like “general-specific” and “claim-counterclaim” to explore discoursecoherence in Chinese students’ English writing. The study confirms the function of the textual patterns asmacro-structures for discourse interpretation and production, and proves textual patterns as effective tools inidentifying and solving problems with discourse coherence in Chinese EFL (English as a Foreign Language)learners’ writing.Keywords: discourse coherence, textual patterns, macro-structures, word organizersIntroductionDiscourse coherence has been an interesting topic researched by many linguists all over the world. Hoeyand McCarthy explore discourse coherence at the level of macro-structure and raise the Theory of Textual Patterns. McCarthy (2005) believed that “Textual patterns are manifested in regularly occurring functional relationships between bits of the text”, which “may be a clause, sometimes a sentence, sometimes a whole paragraph” (p. 28). Hoey (2001) held that interconnections between packages of information “have to be interpreted as descriptions of culturally popular patterns of organization” (p. 193). They both maintained that there may exist many textual patterns between textual segments like “problem-solution”, “general-specific”, “claim-counterclaim”, and “question-answer”.From an overview of the study on textual patterns for discourse interpretaion, Hoey and McCarthy deal with them at the level of paragraph. However, the present researchers discuss textual patterns from discourse production. The research is aimed to prove the function of textual patterns in organizing coherent essays by Chinese EFL (English as a Foreign Language) learners.Illustration of Textual PatternsFor illustration, two textual patterns, general-specific and claim-counterclaim, are exemplified here. According to the two researchers, each pattern is composed of several structural elements and organizers. A structural element is composed of one sentence or more, which serves as a macro-structure for a discourse. Organizers are a word system in between the closed and open systems; they can be any kind of parts of speech,QI Xiu-kun, associate professor at Foreign Laguages School, Harbin Institute of Technology.ZHAO Yong, lecturer at Foreign Languages School, Northeast Forestry University.Rights Reserved.THEORY OF TEXTUAL PATTERNS AND DISCOURSE COHERENCE 1205which Winter (1978) called Vocabulary 3. The job of organizers is to “structure the argument, … to give the reader indications of the larger text patterns the author has chosen, and to build up expectations concerning the shape of the whole discourse” (McCarthy, 2005, p. 75).Textual patterns differ from one another in the number of structural elements and organizers, but they may share some organizers. Moreover, in a larger discourse, two or more textual patterns can be found either one following another or one embedded in another. The analysis of textual patterns and organizers are only confined to the length of a natural paragraph for convenience. The organizers are picked out on the basis of Vocabulary 3 (Winter, 1978). In the following examples, the bracked word denotes the structural element, and the underlined word the organizer.General-Specific PatternGeneral-specific pattern consists of: general statement → specific 1 → specific 2… → general (McCarthy, 2005, p. 158). For example:Ever since the concept of autonomy has found a place in mainstream education over the last twenty years, it has greatly captured the interests of educationalists and researchers (general). Some researchers focus on the abstract conceptof LA (Learner Autonomy) from different aspects (specific 1); In China, some Chinese researchers begin to show greatinterest in LA, and have made tentative studies on it (specific 2). Nevertheless, the investigation of Chinese students inthis field is still limited. Various aspects still need be studied further (general). (QI & LI, 2005, p. 68)The research reveals that determiners and ordinal numbers are often applied to introduce specific statements. Rights Reserved.Transitioners are used to introduce the concluding general statement.Claim-Counterclaim PatternClaim-counterclaim pattern is constituted of: situation → claim → reason → affirm → evaluation (Hoey, 2001, p. 180). To respond to the claim, the writer can support or deny it with corresponding reasons or evidences.If the response is not positive, correction usually follows accompanied by reasons. For example:A Polish proverb claims that fish, to taste right, should swim three times—in water, in butter and in wine (claim).The early efforts of the scientists in the food industry were directed at improving the preparation, preservation, anddistribution of safe and nutritious food (reason). Indeed, in 1959 the University of California considered the subject ofsufficient importance to warrant the setting-up of a course in the analysis of foods by sensory methods (affirm). The book,Principles of Sensory Evaluation of Food, grew out of this course (evidence). Hopefully, it will be useful to foodtechnologists in industry and also to others engaged on research into the problem of sensory evaluation of foods(evaluation). (PENG, 2001, p. 181)According to McCarthy (2005, p. 80), organizers that cluster around the claim-counterclaim pattern can be words of affirmation or denial or agument.MethodologyThe research conducts a comparative study in frequency of the textual patterns and organizers identified in the essays by the subjects. During the research, a training program is performed by teaching the two textual patterns to the same subjects.Subjects and Materials Used Before and After TrainingTwo group subjects of each 30 involved in the research before and after training are respectively randomly1206THEORY OF TEXTUAL PATTERNS AND DISCOURSE COHERENCE picked out of 74 first-year-doctoral candidates of non-English majors in a certain university. They are all theChinese native speakers and have received nine years of formal English learning. The two group materials arerespectively from a test at the beginning of the new semester and from the final term exam. The type of writing isexposition and the word limit is around 300.Procedures of the Training ProgramA training program on teaching the textual patterns to the same 74 students is set up in the middle of thesemester. The program lasts four weeks; for the first two weeks, two academic hours are taken from each weekfor training one textual pattern. The first of the two academic hours is spent on the teacher’s illustration and thestudents’ identification of the pattern in a provided material; and the second hour is on the students’ application ofthe pattern by writing an essay of about 200 words. The assignment is collected for correction. The rest twoweeks are spent on practicing the patterns by writing more essays with around 300 words.Data CollectedThe data collected in Table 1 are frequency of the two textual patterns and their corresponding organizers from the two group samples before and after training by identifying in each sample the structural elements of eachpattern and the organizers based on Vocabulary 3.Table 1Pre- and Post-Training Frequency of Textual Patterns and Word OrganizersRights Reserved.Total patterns Total organizers Patternpre-30 post-30 pre-30 post-3017 25 43 84general-specific12 claim-counterclaim 23 14 39Table 2 presents forms of problems, its corresponding percentage, and the effect of the problems. The criteria for determining the problems are whether the structural elements and organizers are present and used correctly.Table 2Forms of Problems With Discourse CoherenceEssays PercentageForms of problemsEffect of problemspre post pre postUnclear background information 6 2 0.2 0.067 Cutoff of discourse coherence Structuralelements Absence of the key structural element 4 0 0.133 0Organizers Absence of organizers 6 2 0.2 0.0670 TediousnessUnnecessary use of organizers 5 0 0.167Improper use of organizers 14 4 0.467 0.133 CutoffDiscussionIdentification of Textual Patterns in the SamplesTable 1 shows that general-specific increases from 50% of the total samples before training to 83% after training and claim-counterclaim also increases remarkably after training. The finding proves that the two patterns function as macro-structures in discourse production and “Certain patterns in text reoccur time and timeTHEORY OF TEXTUAL PATTERNS AND DISCOURSE COHERENCE 1207again and become deeply ingrained as part of our cultural knowledge” (McCarthy, 2005, p. 28). The result also reveals the students’ increased awareness of their simple and valid application in essay writing. It further demonstrates that textual patterns can also occur in a patch larger than a paragraph, and “more than one patterns can occur in a text, either following one another or embedded within one another” (McCarthy, 2005, p. 159).McCarthy (2005) held that “Patterns in text are generated by the vocabulary relations that are found over clause and sentence boundaries, and by the role of certain words in signaling their structure” (p. 86). Thereby, when an organizer occurs in a pattern, it is deemed to form a repetition link with every one of its previous and subsequent occurrences in the text, creating coherence and making sense of a discourse.Problems With Discourse Coherence Revealed by Textual PatternsTable 2 presents problems with discourse coherence in structural elements and organizers. According to McCarthy (2005), some errors seem most likely to be relatable to lack of competence at coping with global planning, taking for example the error of absence of the key structural element. The error of unclear background information seems mostly likely to be affected by the conventional Chinese way of writing.The problems with organizers indicate that misusing signaling words can disorient the reader somewhat, although the overall patterning is present. The error of absence of organizers definitely creates such result. And the error of unnecessary use of organizers leads to “overproduction”, a property of negative language transfer.Besides, Table 2 shows that the decreasing percentage of the problems after training should be attributed to the accomplishment of the training program since it has greatly contributed to the students’ awareness ofRights Reserved.applying the textual patterns and also enhanced their linguistic competence at the lexico-grammatical level.ConclusionsThe research confirms that textual patterns advocated by McCarthy and Hoey can also frequently occur in English essays written by Chinese EFL learners. The patterns are proved to be an effective means for not only discourse interpretation but also for disclosing problems with discourse coherence. Furthermore, they are feasible strategies for constructing larger discourses in a top-down way. The study also indicates that the potential existence of more other patterns in texts writtern both by English native speakers and Chinese English learners in reality. Therefore, the further exploration of textual patterns will be definitely beneficial in guiding language learners to construct coherent discourse in English.ReferencesHoey, M. (2001). Textual interaction: An introduction to written discourse analysis. London: Routledge.McCarthy, M. (2005). Discourse analysis for language teachers. Shanghai: Shanghai Foreign Language Education Press.PENG, Q. (2001). Guide to the English entrance exam for doctoral candidates. Beijing: China People University Press.QI, S. J., & LI, Q. (2005). A survey on English majors’ attitudes towards learner autonomy. Teaching English in China. Beijing: Foreign Language Teaching and Research Press.Winter, E. O. (1978). A look at the role of certain words in information structure. In K. P. Jones & V. Horsnell (Eds.), Informatics, 3(1), 85-97, London: ASLIB.。

成人高等教育本科生学士学位英语水平考试大纲(非英语专业Adult higher education is becoming increasingly popular as more and more individuals seek to further their education and improve their career prospects. In order to better assess the English language proficiency of non-English major undergraduate students, a Bachelor's degree English proficiency exam has been designed. This exam aims to evaluate the students' listening, speaking, reading, and writing skills in English.The exam consists of four main components:1. Listening: This section will test the students' ability to understand spoken English in various contexts. Students will listen to recordings of conversations, lectures, and interviews, and will then answer questions based on what they have heard. This will assess their ability to comprehend English spoken at a normal speed.2. Speaking: In this section, students will be required to speak on a given topic for a certain amount of time. They will be evaluated on their fluency, pronunciation, vocabulary use,grammar, and overall coherence of their speech. This will test their ability to communicate effectively in English.3. Reading: The reading section will consist of passages from academic texts, newspapers, or other sources. Students will need to answer questions based on the information presented in the texts. This will assess their reading comprehension skills, as well as their ability to analyze and interpret written English.4. Writing: The writing section will require students to write an essay on a given topic. They will be evaluated on their ability to organize their thoughts, develop coherent arguments, use appropriate vocabulary and grammar, and present their ideas clearly and logically. This will test their ability to communicate effectively in writing.Overall, the Bachelor's degree English proficiency exam is designed to assess the students' overall English language proficiency and readiness for academic study in English. By evaluating their listening, speaking, reading, and writing skills, the exam aims to ensure that students have the necessary language skills to succeed in their chosen field of study.。