近年來(lái)學(xué)者愈發(fā)關(guān)注語(yǔ)篇分析中的銜接與連貫的研究,話語(yǔ)標(biāo)記語(yǔ)被認(rèn)為是一種銜接手段也備受關(guān)注。本文以話語(yǔ)標(biāo)記語(yǔ)的使用是語(yǔ)用能力的體現(xiàn)為理?yè)?jù),根據(jù)Fraser提出的話語(yǔ)標(biāo)記語(yǔ)分類,在語(yǔ)料庫(kù)研究理論和方法指導(dǎo)下,旨在探究中國(guó)非英語(yǔ)專業(yè)大學(xué)生在英語(yǔ)議論文寫(xiě)作中話語(yǔ)標(biāo)記語(yǔ)的使用情況。通過(guò)對(duì)比研究,考察中國(guó)非英語(yǔ)專業(yè)大學(xué)生和英國(guó)本族語(yǔ)使用者的大學(xué)生在英語(yǔ)議論文中使用話語(yǔ)標(biāo)記語(yǔ)方面的異同,期望對(duì)中國(guó)英語(yǔ)寫(xiě)作教學(xué)提供一些建議。本文采用中介語(yǔ)對(duì)比分析方法和語(yǔ)料庫(kù)的研究方法,結(jié)合定量分析和定性分析,以CLEC中的子語(yǔ)料庫(kù)為實(shí)驗(yàn)語(yǔ)料庫(kù),以LOCNESS中的子語(yǔ)料庫(kù)為參照語(yǔ)料庫(kù),使用語(yǔ)料檢索工具AntConc 3.4.3w和Log-likelihood ratio calculator等其它分析工具,分析話語(yǔ)標(biāo)記語(yǔ)在中國(guó)非英語(yǔ)專業(yè)大學(xué)生和英國(guó)本族語(yǔ)使用者的大學(xué)生的英語(yǔ)議論文中的使用情況。本文根據(jù)Fraser對(duì)話語(yǔ)標(biāo)記語(yǔ)的分類,在兩個(gè)子語(yǔ)料庫(kù)中分別提取相應(yīng)的話語(yǔ)標(biāo)記語(yǔ),首先探究話語(yǔ)標(biāo)記語(yǔ)的整體使用情況,然后對(duì)推導(dǎo)性話語(yǔ)標(biāo)記語(yǔ)、闡發(fā)性話語(yǔ)標(biāo)記語(yǔ)和對(duì)比性話語(yǔ)標(biāo)記語(yǔ)這三類話語(yǔ)標(biāo)記語(yǔ)進(jìn)行探究,最后探究67個(gè)話語(yǔ)標(biāo)記語(yǔ)在兩...

【文章頁(yè)數(shù)】：63 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
1 Introduction
    1.1 Research Background
    1.2 Significance and Necessity of the Study
    1.3 Purpose of the Study
    1.4 Organization of the Thesis
2 Literature Review
    2.1 Terminological Diversity of DMs
    2.2 Definitions of DMs
    2.3 Characteristics of DMs
        2.3.1 Connectivity
        2.3.2 Optionality
        2.3.3 Non-truth-conditionality
    2.4 Classifications of DMs
        2.4.1 Schiffrin’s Classification
        2.4.2 Fraser’s Classification
        2.4.3 Classification Suggested by Blakemore
    2.5 Functions of DMs in Written Discourse
        2.5.1 Local Coherence
        2.5.2 Global Coherence
    2.6 The Studies on DMs
        2.6.1 Semantic -pragmatic Approach
        2.6.2 Syntactic-pragmatic Approach
        2.6.3 Cognitive-pragmatic Approach
    2.7 The Studies on the Use and Acquisition of DMs
    2.8 Theoretical Basis
3 Methodology
    3.1 Research Questions
    3.2 Methods for Corpus-based Study
        3.2.1 Corpus-based Approach
        3.2.2 Qualitative and Quantitative Research Methods
        3.2.3 Contrastive Interlangaue Analysis
    3.3 Corpora Used in the Present Study
    3.4 Tools
        3.4.1 Detagging Software
        3.4.2 The Concordance Software
        3.4.3 Statistical Tools
    3.5 Data Collection
    3.6 Data Analysis
4 Results and Discussion
    4.1 The General Characteristics of DMs in the Mini CLEC
        4.1.1 The Overall Frequency and Distribution of DMs
        4.1.2 The Frequencies and Distribution of Types of DMs
    4.2 The General Characteristics of DMs in the Mini LOCNESS
        4.2.1 The Overall Frequency and Distribution of DMs
        4.2.2 The Frequencies and Distribution of Types of DMs
    4.3 Comparisons of DMs in the Two Mini Corpora
        4.3.1 Comparisons of Overall Frequency and Distribution of Types of DMs
        4.3.2 Detailed Information on Comparisons of DMs
    4.4 The Underused and Overused DMs in the Mini CLEC
        4.4.1 The Benchmark of Underused and Overused of DMs
        4.4.2 The Analysis of Underused and Overused DMs
    4.5 The Misused DMs in the Mini CLEC
    4.6 The Possible Factors for Contribution to Underuse, Overuse and Misuse
        4.6.1 Lack of Input
        4.6.2 Language Transfer
        4.6.3 Test-related Influence
5 Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Further Research
Reference
Acknowledgements



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