本文選題：模糊限制語 + 語料庫�。� 參考：《重慶師范大學》2017年碩士論文

【摘要】：模糊語廣泛地存在于所有人類語言中。自1972年語言學家Lakoff提出這個概念以來,模糊限制語就成為了模糊語言學研究中的一個熱門話題。眾多的學者從不同方面對其進行了廣泛的關注和研究,如從語用學角度、語篇角度、修辭學角度等。但以往的研究類型單一,多局限于書面語,對口語交際中模糊限制語的使用情況研究較少。模糊限制語在口語交際中的特殊性和重要性還沒有引起英語教學者和英語學習者的足夠重視。在口語交際中,不適當?shù)氖褂�、過多的使用或過少使用模糊限制語都會導致交際中的冷場或不和諧,甚至造成言語交際失敗。鑒于此,本研究通過與本族語者相對比,分析中國英語學習者的模糊限制語使用情況,主要回答以下幾個問題:首先,中國英語學習者在口語中使用頻率最高的模糊限制語是什么?其次,根據(jù)Prince等對模糊限制語的分類,在各個類別中,中國英語學習者與本族語者模糊限制語使用分別有何不同?再次,產(chǎn)生這些差異的原因是什么?最后,中國英語學習者應如何更精確地掌握模糊限制語的使用?為了實現(xiàn)以上研究目標,本研究采用中介語對比分析法,以當代美國英語語料庫(COCA)中的口語子料庫作為參照語料庫,以中國學生英語口筆語語料庫(SWECCL)中的TEM 8口語語料庫作為學習者語料庫,深入對比分析與美國英語本族語者相比,中國英語學習者使用模糊限制語有何異同。本研究采用Prince等對模糊限制語的分類,根據(jù)以往的研究總結(jié)出61個最常用模糊限制語,將其放入兩個語料庫中進行檢索篩選,最終得到每個模糊限制語在兩個語料庫中的使用頻率并對其進行比較分析。為了進一步了解每個分類中的模糊限制語使用情況,分別在各類別中選取了6個使用頻率最高的模糊限制語進行進一步的比較分析。利用定性和定量相結(jié)合的方法,通過對比分析發(fā)現(xiàn),首先,中國英語學習者與本族語者模糊限制語使用存在相同之處,他們都在口語中大量的使用模糊限制語。在兩個語料庫中,緩和型模糊限制語的使用頻率均高于變動型模糊限制語。這證明,整體情況下,中國英語學習者與本族語者模糊限制語使用趨勢相同,基本掌握了模糊限制語的使用。其次,與本族語者相比,中國英語學習者對于模糊限制語的使用有更多的不同。總體頻率上,中國英語學習者的使用頻率遠高于本族語者,但研究進一步發(fā)現(xiàn),造成這個結(jié)果的原因是中國英語學習者過度的使用某些模糊限制語,如I think,must,can,should等,然而某些模糊限制語的使用頻率非常低,甚至是零,這種不均衡現(xiàn)象普遍存在在各類別中。根據(jù)以上研究結(jié)果,在復雜性理論的指導下,本研究從二語水平、文化差異、職位語境、年齡、性別等方面分析了產(chǎn)生這些差異的原因,并提出一些教學建議,以期能夠幫助英語教師更好的組織模糊限制語教學,英語學習者能更精確地掌握和使用模糊限制語。
[Abstract]:Vagueness exists widely in all human languages. Since Lakoff, a linguist, put forward this concept in 1972, hedges have become a hot topic in the study of fuzzy linguistics. Many scholars have paid much attention to it from different aspects, such as pragmatics, discourse, rhetoric and so on. However, previous studies are of a single type, mostly confined to written language, and lack of research on the use of hedges in oral communication. The particularity and importance of hedges in oral communication have not been paid enough attention by English teachers and learners. In oral communication, improper use, excessive use or too little use of hedges can lead to coldness or disharmony and even failure in verbal communication. In view of this, the present study analyzes the use of hedges in Chinese EFL learners by comparing them with native speakers, and mainly answers the following questions: first of all, What are the most frequent hedges used by Chinese EFL learners? Secondly, according to Prince's classification of hedges, what are the differences between Chinese English learners and native speakers in the use of hedges? Again, what are the reasons for these differences? Finally, how can Chinese English learners master the use of hedges more accurately? In order to achieve the above research objectives, the present study uses the interlanguage contrastive analysis method and the oral subcorpus in the contemporary American English Corpus (COCA) as the reference corpus. Using the oral corpus of TEM 8 from Chinese students' oral pen corpus as the corpus of learners, this paper makes an in-depth comparative analysis of the differences and similarities between Chinese English learners' use of hedges and American native English speakers. In this study, Prince was used to classify hedges. According to previous studies, 61 most commonly used hedges were summed up, and then they were put into two corpora for retrieval and screening. Finally, the frequency of each hedges used in the two corpora is obtained and compared with each other. In order to further understand the use of hedges in each category, six of the most frequently used hedges were selected for further comparative analysis. By combining qualitative and quantitative methods, it is found that, first of all, there are similarities between Chinese English learners and their native speakers in the use of hedges. In the two corpora, moderative hedges are more frequently used than variable hedges. This proves that Chinese English learners have the same tendency to use hedges as their native speakers, and they have mastered the use of hedges. Secondly, Chinese EFL learners use hedges more differently than native speakers. In general, Chinese EFL learners use far more frequently than their native speakers. However, the study further found that the reason for this result is that Chinese EFL learners overuse certain hedges, such as I thinkmust should, etc. However, the frequency of some hedges is very low, even zero. Based on the above results and guided by the theory of complexity, this study analyzes the causes of these differences from the aspects of second language level, cultural differences, position context, age and gender, and puts forward some teaching suggestions. In order to help English teachers better organize the teaching of hedges, English learners can master and use hedges more accurately.
【學位授予單位】：重慶師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H313

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