【摘要】：話語標(biāo)記語作為一種話語層次上的標(biāo)記,它在語篇中起著停頓、過渡等作用,有助于形成語篇的連貫性與條理性,并起到一定的指示與提示作用。熟練地掌握話語標(biāo)記語不僅可以幫助交際的順利進(jìn)行,而且達(dá)到連貫的作用。語言學(xué)家尤其是語用學(xué)家不斷對話語標(biāo)記語進(jìn)行研究探討,不少學(xué)者(何安平,徐曼菲2003;陳新仁2007)對中國英語學(xué)習(xí)者和英語本族語者在話語標(biāo)記語的使用情況做過對比研究。本研究著眼于英語本族語者使用最為頻繁的話語標(biāo)記語and,嘗試回答以下幾個(gè)問題:第一,中國英語學(xué)習(xí)者和英語本族語者使用話語標(biāo)記語and的情況;第二,中國英語學(xué)習(xí)者和英語本族語者使用話語標(biāo)記語and有何異同;第三,什么原因?qū)е轮袊鴮W(xué)生不恰當(dāng)使用話語標(biāo)記語and;最后,對跨文化交際和英語口語教學(xué)有什么啟發(fā)。本研究是一項(xiàng)基于中國英語學(xué)習(xí)者英語口語語料庫和英國國家語料的對比研究,運(yùn)用分析話語標(biāo)記語的常用理論,即關(guān)聯(lián)理論的基礎(chǔ)上,采用定量分析和定性分析相結(jié)合的方法,通過中國英語學(xué)習(xí)者和本族語者在英語口語中對話語標(biāo)記語and的使用情況進(jìn)行對比分析。研究表明,與英語本族語者相比,在英語國家語料庫和中國英語學(xué)習(xí)者語料庫中and的使用有不同也有相同之處。也就是說,中國英語學(xué)習(xí)者在某種程度上已經(jīng)掌握了也能有效使用and。但是不可否定的是,學(xué)習(xí)者在使用and的過程中有很多問題是不容忽視,多加重視的。有很多原因,比如口語本身的交際壓力,口語能力的不足,and語用認(rèn)識(shí)的不足都會(huì)導(dǎo)致學(xué)習(xí)者在使用過程中出現(xiàn)的問題,但必須指出的是語言的熟練度,母語的負(fù)遷移,語用石化是本研究中問題出現(xiàn)的主要原因。在跨文化交際過程中,為了言語交際的成功,中國英語學(xué)習(xí)者應(yīng)該更加重視and的使用;如果英語教師和英語學(xué)習(xí)者想促進(jìn)英語口語水平的提高,一些具體的問題是需要被重視的。盡管本研究存在一些不足之處,有待于進(jìn)一步提高,但其本身具有一定的理論意義和實(shí)踐意義。理論上,基于關(guān)聯(lián)理論,參照英語國家語料庫和中國英語學(xué)者語料庫,本研究對話語標(biāo)記語進(jìn)行了更為具體和系統(tǒng)的研究;實(shí)踐上,本研究基于語料庫所得出的客觀結(jié)論和基于關(guān)聯(lián)理論的系統(tǒng)分析,對跨文化交際和英語教學(xué)有一定的啟示作用。
[Abstract]:As a kind of discourse level marker, discourse marker plays a role of pause and transition in the discourse, which is helpful to the formation of coherence and coherence of the text, as well as to the role of indication and hint. Mastering discourse markers can not only help communication go smoothly, but also achieve coherence. Linguists, especially pragmatists, have been studying discourse markers, many of them (he Anping, Xu Manfei 2003); Chen Xinren (2007) made a comparative study on the use of discourse markers by Chinese English learners and native speakers. The present study focuses on the use of and, the most frequently used discourse marker, by native speakers of English. It attempts to answer the following questions: first, the use of and by Chinese English learners and native speakers; Second, what are the similarities and differences between Chinese English learners and native speakers in the use of and, and third, what causes the improper use of and; among Chinese students? finally, what are the implications for cross-cultural communication and oral English teaching? This study is based on a comparative study of the spoken English Corpus of Chinese EFL Learners and the British National Corpus, using relevance Theory, a common theory for analyzing discourse markers. Using the method of quantitative analysis and qualitative analysis, this paper makes a comparative analysis of the use of discourse marker and in spoken English between Chinese English learners and native speakers. The study shows that the use of and in the English-speaking national corpus and the Chinese Learners' Corpus is different and similar compared with native English speakers. In other words, to some extent, Chinese English learners have mastered and been able to use and. effectively. However, it is undeniable that learners have many problems in the process of using and that can not be ignored and paid more attention to. There are many reasons, such as the communicative pressure of oral English, the lack of oral competence and the lack of and pragmatic understanding, all of which will lead to the problems of learners in the process of using, but it must be pointed out that the proficiency of language, the negative transfer of mother tongue, Pragmatic fossilization is the main cause of the problems in this study. In the process of intercultural communication, Chinese EFL learners should pay more attention to the use of and for the success of verbal communication. If English teachers and learners want to improve their oral English, some specific problems need to be paid attention to. Although this study has some shortcomings and needs to be further improved, it has certain theoretical and practical significance. Theoretically, based on relevance theory, this study makes a more specific and systematic study of discourse markers, referring to the English-speaking national corpus and the Chinese English scholars' corpus. In practice, this study, which is based on the objective conclusions of corpus and the systematic analysis based on relevance theory, has some implications for cross-cultural communication and English teaching.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：H319.3

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