【摘要】：話語(yǔ)標(biāo)記語(yǔ)作為一種話語(yǔ)層次上的標(biāo)記,它在語(yǔ)篇中起著停頓、過(guò)渡等作用,有助于形成語(yǔ)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(yǔ)標(biāo)記語(yǔ)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(yǔ)言學(xué)家尤其是語(yǔ)用學(xué)家不斷對(duì)話語(yǔ)標(biāo)記語(yǔ)進(jìn)行研究探討,不少學(xué)者(何安平,徐曼菲2003;陳新仁2007)對(duì)中國(guó)英語(yǔ)學(xué)習(xí)者和英語(yǔ)本族語(yǔ)者在話語(yǔ)標(biāo)記語(yǔ)的使用情況做過(guò)對(duì)比研究。本研究著眼于英語(yǔ)本族語(yǔ)者使用最為頻繁的話語(yǔ)標(biāo)記語(yǔ)and,嘗試回答以下幾個(gè)問(wèn)題:第一,中國(guó)英語(yǔ)學(xué)習(xí)者和英語(yǔ)本族語(yǔ)者使用話語(yǔ)標(biāo)記語(yǔ)and的情況;第二,中國(guó)英語(yǔ)學(xué)習(xí)者和英語(yǔ)本族語(yǔ)者使用話語(yǔ)標(biāo)記語(yǔ)and有何異同;第三,什么原因?qū)е轮袊?guó)學(xué)生不恰當(dāng)使用話語(yǔ)標(biāo)記語(yǔ)and;最后,對(duì)跨文化交際和英語(yǔ)口語(yǔ)教學(xué)有什么啟發(fā)。本研究是一項(xiàng)基于中國(guó)英語(yǔ)學(xué)習(xí)者英語(yǔ)口語(yǔ)語(yǔ)料庫(kù)和英國(guó)國(guó)家語(yǔ)料的對(duì)比研究,運(yùn)用分析話語(yǔ)標(biāo)記語(yǔ)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(guò)中國(guó)英語(yǔ)學(xué)習(xí)者和本族語(yǔ)者在英語(yǔ)口語(yǔ)中對(duì)話語(yǔ)標(biāo)記語(yǔ)and的使用情況進(jìn)行對(duì)比分析。研究表明,與英語(yǔ)本族語(yǔ)者相比,在英語(yǔ)國(guó)家語(yǔ)料庫(kù)和中國(guó)英語(yǔ)學(xué)習(xí)者語(yǔ)料庫(kù)中and的使用有不同也有相同之處。也就是說(shuō),中國(guó)英語(yǔ)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(guò)程中有很多問(wèn)題是不容忽視,多加重視的。有很多原因,比如口語(yǔ)本身的交際壓力,口語(yǔ)能力的不足,and語(yǔ)用認(rèn)識(shí)的不足都會(huì)導(dǎo)致學(xué)習(xí)者在使用過(guò)程中出現(xiàn)的問(wèn)題,但必須指出的是語(yǔ)言的熟練度,母語(yǔ)的負(fù)遷移,語(yǔ)用石化是本研究中問(wèn)題出現(xiàn)的主要原因。在跨文化交際過(guò)程中,為了言語(yǔ)交際的成功,中國(guó)英語(yǔ)學(xué)習(xí)者應(yīng)該更加重視and的使用;如果英語(yǔ)教師和英語(yǔ)學(xué)習(xí)者想促進(jìn)英語(yǔ)口語(yǔ)水平的提高,一些具體的問(wèn)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(yǔ)國(guó)家語(yǔ)料庫(kù)和中國(guó)英語(yǔ)學(xué)者語(yǔ)料庫(kù),本研究對(duì)話語(yǔ)標(biāo)記語(yǔ)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(yǔ)料庫(kù)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(duì)跨文化交際和英語(yǔ)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(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：H319.3

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