On The Cultivation Of Stylistic Consciousness In Argumentative Writings Teaching Based On Cognitive Stylistics

In view of the neglect of style in modern Chinese education and the weakening of style in college entrance examination compositions,this paper briefly expounds the root of the lack of writing style consciousness of senior high school students.This paper makes a thorough study of the teaching of stylistic awareness in argumentative writing by using the methods of literature research,questionnaire survey,interview and case analysis.In order to grasp the real situation of senior high school composition teaching,the author obtains five kinds of information through questionnaires and interviews.One is the attitude of students towards composition;the other is the improvement of students 'writing ability;the third is the mastery of senior high school students' stylistic knowledge;the fourth is the teaching situation of teachers' guidance courses;and the fifth is the situation of teachers' comments on composition.Based on the knowledge,this paper takes the schema theory,Foregrounding Theory and reader's cognitive feedback theory of cognitive stylistics as the support to explain how to cultivate high school students' writing style awareness.Schema related to students' argumentative reading and learning mainly include text structure schema,text content schema and argumentation schema,which can be divided more carefully.On the one hand,teachers can improve teaching efficiency by means of the selective attention function,inference function and transfer function of schema.On the other hand,they can adopt strategies such as "increasing schema accumulation,expanding background knowledge","attaching importance to schema expectation,comprehensive learning mode","constructing reading schema,promoting transfer application" to help students master the rules of schema learning.Teachers should also pay attention to guiding students to apply the acquiredknowledge,skills and methods of style to writing teaching so as to generalize and systematize the acquired stylistic features and experience and to transform others' writing experience into their own writing ability.In addition,attention should be paid to the main role of students in the teaching of writing,and the stylistic awareness of students' argumentative writing should be improved through reader feedback.