本文關(guān)鍵詞：應(yīng)用語言學(xué)學(xué)術(shù)語篇四詞詞塊對比研究　出處：《江西師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：近年來多詞單位受到了國內(nèi)外學(xué)者的廣泛關(guān)注,大量研究表明語言是由多詞單位構(gòu)成的,習(xí)得多詞單位能夠幫助二語學(xué)習(xí)者促進語言的流利性和地道性。一種在特定語體中重現(xiàn)頻率高且形式固定的多詞單位被稱為詞塊。許多語料庫研究表明“詞塊是文本中的重要建構(gòu)磚塊,能區(qū)分語體特征”。國外研究關(guān)注了學(xué)術(shù)文本中的詞塊,包括不同學(xué)科間學(xué)術(shù)文本的詞塊使用和本族語學(xué)生、學(xué)術(shù)專家與二語學(xué)習(xí)者之間詞塊使用的對比。然而,國內(nèi)的研究大多關(guān)注本科生水平在限時作文寫作中的詞塊使用情況,缺乏對高水平的學(xué)術(shù)文本中的詞塊研究。本研究旨在對比中國英語專業(yè)碩士研究生應(yīng)用語言學(xué)碩士論文與同學(xué)科國際核心期刊的專家論文的四詞詞塊使用情況。本研究自建兩個語料庫,分別為專家研究論文語料庫和學(xué)習(xí)者碩士論文語料庫。首先考察了兩個語料庫中詞塊總量和頻率分布,以及學(xué)習(xí)者和專家使用相同的詞塊與不同的詞塊的情況,然后分別從結(jié)構(gòu)和功能兩個角度來對比兩組詞塊的特征。研究結(jié)果如下:專家論文語料庫中符合預(yù)設(shè)標(biāo)準的詞塊比學(xué)習(xí)者學(xué)位論文詞塊多16%,其中20.21%(38個)的詞塊為兩個語料庫共享,81.91%(154個)的詞塊不被兩個語料庫共享。學(xué)習(xí)者在模糊限制語和被動語態(tài)結(jié)構(gòu)的使用上存在著明顯的不足,而學(xué)習(xí)者單獨使用的詞塊表現(xiàn)出了口語式的風(fēng)格,如that is to say。根據(jù)Biber et al.(1991)的結(jié)構(gòu)分類,所有詞塊中共總結(jié)出了16種結(jié)構(gòu)類型,可概括為5種主要結(jié)構(gòu)。兩組學(xué)術(shù)寫作者使用的詞塊中名詞類詞塊最多,接下來依次是介詞類詞塊,動詞類詞塊,小句類詞塊和其它類。然而次結(jié)構(gòu)類型對比表明兩組的詞塊結(jié)構(gòu)類型使用有所差異,學(xué)習(xí)者更少地使用了帶其它后置修飾語(即不帶of片段)的名詞類詞塊、其它名詞詞組、一些介詞類固定框架如“in/on/at+the+Noun of”;然而學(xué)習(xí)者更多地使用了在口語語域中更為常見的結(jié)構(gòu)類型,即“Personal pronoun+lexical VP fragment”和“VP with active verb”。根據(jù)Hyland(2008a)的功能框架,學(xué)習(xí)者在主要功能詞塊使用分布上與專家沒有顯著差異,兩個語料庫中使用最多的兩類是導(dǎo)向研究詞塊和導(dǎo)向文本詞塊,兩類加起來比例達到將近90%,而導(dǎo)向參與者詞塊在兩個語料庫中都只占12%左右。然而,從次功能角度來看兩組學(xué)術(shù)寫作者存在許多差異。相比學(xué)術(shù)專家寫作者,學(xué)習(xí)者使用較少的功能詞塊包括位置詞塊(尤其是指代時間的詞塊)、結(jié)果詞塊和立場詞塊,而學(xué)習(xí)者使用較多的功能詞塊有描述詞塊、過渡詞塊、結(jié)構(gòu)詞塊和互動詞塊。導(dǎo)致這些差異的原因可能包括以下幾個:(1)某組寫作者在某類功能詞塊中的重合詞塊較多;(2)某些功能詞塊的使用情況受到其對應(yīng)的實現(xiàn)形式即結(jié)構(gòu)類型的使用情況的影響;(3)學(xué)習(xí)者由于文化和教育環(huán)境的影響過多使用某類詞塊或者避免使用其它類詞塊�？傊�,本研究表明中國英語專業(yè)碩士研究生在應(yīng)用語言學(xué)學(xué)術(shù)寫作中使用的詞塊在總數(shù)和頻率與專家寫作者有所不同,在某些詞塊結(jié)構(gòu)和功能上與學(xué)術(shù)專家寫作者有所差異。學(xué)習(xí)者應(yīng)該特別注意規(guī)范學(xué)術(shù)論文的詞塊使用特征。學(xué)術(shù)寫作教學(xué)也應(yīng)該重視顯性的詞塊教學(xué)。
[Abstract]:In recent years the word has attracted the attention of scholars at home and abroad, a large number of studies show that language is composed of multi word units, the acquisition of multi word units to help two language learners to promote fluent and idiomatic language. A high recurrence rate and the fixed form of multi word units called chunks in a specific style. Many studies show that lexical corpus is an important text in the construction of brick, can distinguish the stylistic features. The foreign research focus of the lexical chunks in academic texts, including the Department of academic texts between lexical chunks and native students different chunk using contrast between academic experts and two language learners. However, the domestic research mainly focus on undergraduate level in limited writing in lexical chunks, lack of lexical chunks in academic texts on the high level. The purpose of this study is to China English major graduate students compared Four words use expert master's thesis papers and applied linguistics, international students core journals. This study built two corpora, respectively for expert research papers corpus and learner corpus. Master thesis first examines two corpora of lexical chunks and the total frequency distribution, using the same lexical chunks and different words block the situation as well as the learners and experts, and then to block features between two groups of words from two angles of structure and function. The results are as follows: the corpus of experts in accord with a preset standard lexical chunks than learners dissertations chunks of more than 16%, of which 20.21% (38) of the two word block corpus share (154), 81.91% of the lexical chunks are not two corpora sharing. Learners are obvious shortcomings in the use of hedges and passive structure, and the learner alone chunk shows Speaking style, such as that is to say. Biber et al. (1991) according to the classification of lexical chunks of the structure, all summed up the 16 types of structure, can be divided into 5 main structures. Two groups of academic writers use lexical chunks in noun class most, followed by the introduction of lexical chunks lexical category, verb chunks, small sentence chunks and other classes. However, contrast structure shows that the type structure of the two groups using lexical differences, learners use less with other postmodifier (i.e. without of fragment) of the noun chunks, other noun phrases, some kind of preposition the fixed frame such as "in/on/at+the+Noun of"; however, learners use more as more common structure types in the oral register, namely "Personal pronoun+lexical VP fragment" and "VP with active verb Hyland (2008a). According to the functional framework, learners in the main function The use of lexical chunks and the expert distribution had no significant difference, the two corpora used mostly in the two category is the orientation research of lexical chunks and text oriented chunks, two combined ratio reached nearly 90%, and guide participants of lexical chunks in two corpora are only about 12%. However, from the perspective of function two group of academic writer, there are many differences. Compared to the academic expert writers, function of learners chunk using fewer lexical chunks including position (especially a chunk generation time), the position of lexical chunks and lexical chunks, and learners use more lexical chunks function description, transitional words block structure the lexical chunks and interaction. The causes of these differences may include the following: (1) a group of writers in a class of functional words in the block word overlap block more; (2) some of the features of lexical chunks by using the form structure types of the corresponding The effect of learners; (3) due to the influence of cultural and educational environment for the excessive use of certain types of lexical chunks or avoid the use of other types of lexical chunks. In conclusion, this study shows that China English Major Postgraduates in Applied Linguistics in academic writing and the total number of lexical chunks in frequency and expert writers differ in some lexical structure and function and academic expert writers vary. Learners should pay special attention to the use of lexical chunks of standard academic papers. Lexical chunks in the teaching of academic writing teaching should also pay attention to the dominant.

【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：H05
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本文編號：1379995