本文選題：英語專業(yè)碩士生　切入點(diǎn)：三詞詞塊　出處：《天津科技大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

【摘要】：近年來對(duì)語料庫數(shù)據(jù)的研究日益增多,語言中出現(xiàn)的多詞單位受到越來越多的關(guān)注。然而對(duì)于多詞單位的界定卻無統(tǒng)一的認(rèn)識(shí),國(guó)內(nèi)也存在譯法不一的情況,因此本研究將多詞單位命名為“詞塊”,其定義為連續(xù)的二詞或者二詞以上頻繁共現(xiàn)于多個(gè)文本中的詞語組合。參照Biber等人對(duì)詞塊的結(jié)構(gòu)和功能分類,本研究將EFL高級(jí)英語學(xué)習(xí)者的MA論文和英語本族語者的學(xué)術(shù)雜志論文中的三詞詞塊進(jìn)行對(duì)比,以探討英語專業(yè)碩士研究生三詞詞塊的使用特點(diǎn)。 本研究采取定量和定性相結(jié)合的方式進(jìn)行研究,研究結(jié)果顯示,總體看來,高級(jí)英語學(xué)習(xí)者能夠頻繁使用大量的三詞詞塊,并且兩個(gè)語料庫中的詞塊結(jié)構(gòu)分類和功能分類相似。從結(jié)構(gòu)上看,學(xué)習(xí)者和本族語者詞塊可分為五類：名詞類,介詞類,動(dòng)詞類,從句類和其他類詞塊；從功能上看,可分為三類：指示類,立場(chǎng)類和篇章組織者類詞塊。通過對(duì)比研究發(fā)現(xiàn),兩者使用詞塊的方式存在較大的差異。 從結(jié)構(gòu)上看,與本族語者相比,首先高級(jí)英語學(xué)習(xí)者過多的使用了名詞類詞塊和介詞類詞塊,其中有相當(dāng)一部分詞塊與論文研究題目相關(guān),而且一些詞塊未出現(xiàn)在本族語者詞塊中；其次動(dòng)詞類詞塊具有漢語語法的特征,例如過多使用主動(dòng)語態(tài)；最后從句類詞塊表現(xiàn)出了較少的變化性,學(xué)習(xí)者詞塊中雖然出現(xiàn)了that, which,as引導(dǎo)的從句,但是卻多用that,較少使用which, as引導(dǎo)的從句。 從功能上看,與本族語者相比,首先高級(jí)英語學(xué)習(xí)者較少使用了指示功能詞塊中的量化類詞塊,例如the degree to;其次高級(jí)英語學(xué)習(xí)者對(duì)立場(chǎng)類詞塊中的模糊限制語使用較少,雖已掌握這類語言特征,但卻缺少靈活性和變化性；最后高級(jí)英語學(xué)習(xí)者已經(jīng)意識(shí)到篇章組織者類詞塊的重要性,因此在寫作過程中加以運(yùn)用,但使用過于頻繁,出現(xiàn)了一種泛化的現(xiàn)象。另外進(jìn)一步研究發(fā)現(xiàn)學(xué)術(shù)雜志庫中出現(xiàn)的詞塊在學(xué)習(xí)者庫中的使用率低于50%,而且這些詞塊在學(xué)習(xí)者庫中還存在過度使用和使用不足的情況。 因此本研究對(duì)于改進(jìn)英語專業(yè)碩士生的論文寫作具有指導(dǎo)性意義,同時(shí)可對(duì)英語詞塊的教學(xué)提出切實(shí)可行的建議及措施。
[Abstract]:In recent years, more and more researches have been made on corpus data, and more and more attention has been paid to the emergence of multi-word units in language. However, there is no uniform understanding of the definition of multi-word units, and there are different translation methods in China. In this study, the multi-word unit is named "lexical chunks", which is defined as the combination of two or more consecutive words in multiple texts. According to the structure and function of lexical chunks by Biber et al. In this study, we compared the MA thesis of EFL advanced English learners with the three word chunks published by native English speakers in order to explore the characteristics of the use of three word chunks in postgraduates majoring in English. The results show that advanced English learners are able to use a large number of three-word chunks frequently. The lexical chunks in the two corpora are similar in structure and function. Structurally, lexical chunks of learners and native speakers can be divided into five categories: noun, preposition, verb, clause and other lexical chunks. There are three types of lexical chunks: demonstrative category, position type and text organizer type. Through comparative study, it is found that there are great differences in the way of using lexical chunks between them. In terms of structure, compared with native speakers, first of all, advanced English learners use noun and prepositional lexical chunks too much, and a considerable number of them are related to the topic of the thesis. Moreover, some lexical chunks do not appear in native lexical chunks; second, verb lexical chunks have the characteristics of Chinese grammar, such as excessive use of active voice; finally, clause lexical chunks show less variation. Although that, which as led clause appears in the lexical chunks of learners, they often use that clause, which is less used than that one. From a functional point of view, compared with native speakers, first, advanced English learners use less quantitative lexical chunks in demonstrative functional chunks, such as the degree to, and second, advanced English learners use less hedges in position lexical chunks. Although these linguistic features have been mastered, they lack flexibility and variability. Finally, advanced English learners have realized the importance of lexical chunks as text organizers, and have therefore used them in the writing process, but they have used them too frequently. Furthermore, it is found that the usage rate of lexical chunks in academic journals is less than 50%, and that there is overuse and underuse of lexical chunks in learners' libraries. Therefore, this study is of instructive significance for improving the writing of English master students, and can also provide practical suggestions and measures for the teaching of English lexical chunks.
【學(xué)位授予單位】：天津科技大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：H319.3

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本文編號(hào)：1617758