本文選題：句法復(fù)雜性 + 子句成分��； 參考：《西南交通大學(xué)》2017年碩士論文

【摘要】：句法復(fù)雜性,又稱句法成熟性,指語言產(chǎn)出形式的復(fù)雜度和變化幅度(Ortega 2003:492),是衡量第二語言寫作質(zhì)量的一種重要手段(Scotts1995;Otega2003)。句法復(fù)雜性研究最常用的測(cè)量指標(biāo)分別為單位長(zhǎng)度和子句密度。其中,從句對(duì)提高單位長(zhǎng)度和子句密度有重要的作用,也歷來是句法復(fù)雜性研究的焦點(diǎn)。然而,Biber等(2011)在研究句法復(fù)雜性時(shí)發(fā)現(xiàn),從句雖然能夠增加T單位長(zhǎng)度,但往往具有口語體的特征,處于句法復(fù)雜性發(fā)展的初級(jí)階段。本文主要依據(jù)Biber等(2011)提出的新的句法復(fù)雜性發(fā)展次序表,從定量分析的角度,按照年級(jí)橫向研究中國英語學(xué)習(xí)者議論文寫作中句法復(fù)雜性的變化特點(diǎn)。研究問題包括:1)從子句成分和名詞詞組成分兩個(gè)角度,英語專業(yè)各年級(jí)學(xué)生寫作的句法復(fù)雜性指標(biāo)有何種變化?2)與本族語者相比,中國英語專業(yè)學(xué)生的寫作句法復(fù)雜性指標(biāo)存在何種差異?英語專業(yè)學(xué)生的寫作語料選自《中國學(xué)習(xí)者英語筆語語料庫》(WECCL),共選取了 200篇同題的議論文,每年級(jí)各50篇。此外,40篇英語國家大學(xué)生的寫作語料選自《朗漫英語本族學(xué)習(xí)者語料庫》(LOCNESS)。依據(jù)口語體(Conversational),敘事語體(Fictional)和書面語體(Academic)語體特征以及子句成分和名詞詞組成分句型(Biber et al 2011)兩個(gè)角度,本研究共選取了 20個(gè)句法復(fù)雜性考察指標(biāo)。本研究有以下結(jié)果:1)口語體指標(biāo)的變化:a)在子句成分句型中,賓語從句和狀語從句隨著年級(jí)的增長(zhǎng)成線性下降,而"常用動(dòng)詞+非限定性補(bǔ)語從句"和"副詞做狀語"在四個(gè)年級(jí)中沒有顯著差異。與本族語者相比,大一年級(jí)使用更多的賓語從句,存在顯著性差異。在狀語從句的使用以及常用動(dòng)詞+非限定性補(bǔ)語從句上,英語專業(yè)學(xué)生的使用情況顯著高于本族語者,而在副詞作狀語的使用上,兩者沒有顯著差異。b)在名詞詞組成分句型中,形容詞作前置修飾語隨年級(jí)成線性增長(zhǎng)。其中大二至大三增長(zhǎng)最為顯著。與本族語者比較后發(fā)現(xiàn),大四學(xué)生在該指標(biāo)的使用上與本族語者相當(dāng)。總體而言,低年級(jí)英語學(xué)習(xí)者使用更多的口語體指標(biāo)。2)敘事語體指標(biāo)的變化:a)在子句成分句型中,4個(gè)年級(jí)的英語學(xué)習(xí)者在形容詞引導(dǎo)的補(bǔ)語從句以及動(dòng)詞引導(dǎo)的非限定性補(bǔ)語從句兩個(gè)指標(biāo)上沒有顯著差異,而在介詞短語作狀語指標(biāo)上,大一和大四存在顯著差異。與本族語者相比,英語學(xué)習(xí)者使用更多的介詞短語作狀語,存在顯著差異。b)名詞詞組成分中,4個(gè)年級(jí)的定語從句使用相當(dāng),但顯著低于本族語者的使用頻率。而在名詞/所有格名詞作前置定語的使用上,大三大四學(xué)生使用較多且顯著高于大一大二學(xué)生以及本族語者。of/表示地點(diǎn)和具體含義的介詞短語作名詞詞組后置修飾語的使用隨年級(jí)成增長(zhǎng)趨勢(shì),但仍低于本族語者使用頻率,存在顯著差異。3)書面語體指標(biāo)的變化:a)子句成分句型中,英語學(xué)習(xí)者在形容詞引導(dǎo)的非限定性補(bǔ)語從句的使用上沒有顯著變化,與本族語者相比,也不存在顯著差異。在指標(biāo)帶有it形式主語的限定性和非限定性補(bǔ)語從句的使用上,英語學(xué)習(xí)者使用相當(dāng),顯著高于本族語者。在副詞短語的使用上,大三大四學(xué)生高于大一大二學(xué)生,且與本族語者無顯著差異。英語學(xué)習(xí)者以及本族語者在名詞性動(dòng)詞短語的使用頻率無顯著差異。b)在名詞詞組成分句型中,在非限定性關(guān)系從句使用上,大三大四的英語學(xué)習(xí)者與本族語者無顯著差異,高于大一學(xué)生。在形容詞+名詞/副詞+形容詞作前置修飾語使用上,使用頻率隨年級(jí)增長(zhǎng),高年級(jí)與低年級(jí)存在顯著差異,本族語者相當(dāng)。在抽象含義的介詞短語作后置修飾語以及介詞+非限定性補(bǔ)語從句作后置修飾語的使用上,本族語者與英語學(xué)習(xí)者都無顯著差異。而在同位語短語/從句的使用上,大三大四學(xué)生與本族語者表現(xiàn)相當(dāng),且高于大一大二學(xué)生�？傮w而言,高年級(jí)學(xué)生使用更多的書面語指標(biāo)。該研究對(duì)大學(xué)英語學(xué)習(xí)和教學(xué)的意義:首先,在大一大二階段,學(xué)生句法發(fā)展變化較快,教師應(yīng)當(dāng)充分利用這段時(shí)間,加強(qiáng)句法復(fù)雜性程度高的敘事和書面語體句法使用和聯(lián)系,鼓勵(lì)學(xué)生在寫作過程中使用多樣的正式的句式。其次,中國學(xué)生的定語從句使用顯著低于英語本族語者,中國學(xué)生欠缺應(yīng)用名詞詞組復(fù)雜性的意識(shí),因此在教學(xué)過程中,除了加強(qiáng)定語從句的訓(xùn)練,教師更應(yīng)當(dāng)幫助學(xué)生樹立名詞詞組復(fù)雜性的意識(shí)。
[Abstract]:Syntactic complexity, also called syntactic maturity, refers to the complexity and amplitude of language output (Ortega 2003:492). It is an important means to measure the quality of second language writing (Scotts1995; Otega2003). The most commonly used measurement indexes in the study of syntactic complexity are the single bit length and the clause density. And the clause density has an important role and has always been the focus of the study of syntactic complexity. However, Biber (2011), in the study of syntactic complexity, finds that, although the clause can increase the length of T unit, it often has the characteristics of the colloquial body and is in the primary stage of the development of the syntactic complexity. This paper is based on the new sentence based on Biber (2011). From the perspective of quantitative analysis, from the perspective of quantitative analysis, the change characteristics of syntactic complexity in Chinese English learners' Argumentative Writing are studied horizontally. The research questions include: 1) from the two angles of the clause component and the noun phrase composition, what are the changes in the syntactic complexity of the English Majors' writing? 2) What are the differences in the composition of the writing syntactic complexity of Chinese English majors? The writing materials of English majors are selected from the Chinese learner's English Corpus (WECCL), and there are 200 articles on the same topic and 50 in each grade. In addition, the writing materials of 40 English students are selected from Langman English. LOCNESS. Based on the two aspects of the oral body (Conversational), the narrative style (Fictional) and the written body (Academic), the clause composition and the noun phrase composition sentence pattern (Biber et al 2011), this study selected 20 syntactic complexity indicators. The following results are: 1) oral English A) in the sentence composition of the clause, the object clause and adverbial clause have a linear decline with the growth of grade, while the "common verb + non restrictive complement clause" and "Adverb adverb" have no significant difference in the four grades. Compared with the native speakers, the older first grade uses more object clauses, and there are significant differences. The use of sentences and the common verb + non restrictive clause, the use of English majors is significantly higher than the native speakers, but there is no significant difference between the adverb adverbials and the adverb.B). In the noun phrase composition sentence pattern, the adjective modifier is linearly increased with the grade. In comparison with the native speakers, it is found that the senior four students are the same as those of the native speakers. In general, the lower grade English learners use more oral body index.2) the change of the narrative style index: a) in the sentence composition of the clause, the 4 grades of English learners are guided by adjectives and the verb guidance. There are no significant differences between the two indexes of the non restrictive complement clause, while in the prepositional phrases as adverbial indicators, there are significant differences between the first and the senior. Compared with the native speakers, English learners use more prepositional phrases as adverbials, and there are significant differences in.B). In the noun phrases, the 4 grades of attributive clauses are equivalent, but significantly lower. In the use of native speakers, the use of nouns / possessive nouns as prepositional phrases, the use of prepositional phrases as the prepositional phrases of the prepositional phrases, which are more than the big one, and the prepositional phrases of the native speakers.Of/, as well as the native speakers, as a prepositional phrase, is still lower than the native language. The use of frequency, there is a significant difference in.3) the change of the written language index: a) in the sentence composition of the clause, the English learners have no significant changes in the use of the adjectives guided non restrictive complements, and there are no significant differences compared with those of the native speakers. In the index, the restrictive and non restrictive complement clause with the subject of the form of it is in the index. In use, English learners use the equivalent, significantly higher than the native speakers. In the use of adverb phrases, the third senior and fourth students are higher than the older one, and there is no significant difference from the native speakers. There is no significant difference in the frequency of the use of noun verb phrases between the English learners and the native speakers.B) in the noun phrase composition sentence pattern, in the non limit. In the use of qualitative relation clauses, there is no significant difference between English learners and native speakers, higher than freshmen. In the use of adjectives + noun / adverb + adjectives as premodifiers, the use frequency increases with grade, and there are significant differences between the senior and the lower grades. The native speakers are equivalent to the prepositional phrases in the abstract meaning. There is no significant difference between the native speakers and the English learners in the use of the modifier and the preposition plus the non restrictive complements. In the use of the appositive phrase / clause, the senior three senior students are similar to those of the native speakers and are higher than the older sophomores. In general, the senior students use more written language indicators. The significance of the study on College English learning and teaching: first, in the first big second stage, students' syntactic development changes quickly. Teachers should make full use of this time, strengthen the narrative and written syntactic use and connection of high syntactic complexity, encourage students to use various formal sentences in the process of writing. Secondly, China The use of the attributive clauses of the students is significantly lower than those of the native speakers. The Chinese students lack the awareness of the complexity of the noun phrases. In the course of teaching, in addition to strengthening the training of the attributive clauses, the teachers should help the students to establish the consciousness of the complexity of the noun phrases.
【學(xué)位授予單位】：西南交通大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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