中国英语习得者的道歉言语行为分析

论文摘要

本研究从输出和认知两个角度,考察了中级和高级英语学习者的道歉言语行为。本研究分析了200位英语专业学生的调查结果。结果表明,语言输出能力与外语水平影响了外语输出的语义形式,主要表现在策略的选取和修饰词的使用上的差异。但外语水平对外语习得者语言的得体性和对得体性的认知方面没有明显的影响。一个可能的解释是对于诸如道歉之类比较常见的言语行为,语言能力到了中级水平以后已不再是制约输出的主要因素,社会语用知识方面的因素可能制约了她们的语言的得体性及鉴别语言得体性的能力。在英语为母语的判别者看来,受测者外语输出的得体性和认知得体性的能力都不是很理想,可能的原因是外语习得者的学习环境的原因。这些结果表明,为了增强外语的语用能力,外语习得者需要更多的相关输入,更多的相关锻炼机会。不甚理想的语用水平也提醒我们在做此类研究时,应该把外语水平低的外语习得者也作为对比组。

论文目录

• ACKNOWLEDGEMENTS
• ABSTRACT
• 摘要
• Chapter 1 Introduction
• 1.1 Background and Motivation
• 1.2 Purpose of the Study
• 1.3 Organization of the Thesis
• Chapter 2 Literature Review
• 2.1 Speech Act Theory
• 2.2 Brown and Levinson’s Politeness Model
• 2.2.1 Face
• 2.2.2 Strategies for doing FTAs
• 2.2.3 Computing the weightiness of an FTA
• 2.3 Apology
• 2.3.1 Definition
• 2.3.2 Strategies
• 2.3.3 Prior Studies: Learner’s Pragmalinguistic Production and Perception of Apologies
• 2.3.3.1 Native Speakers of English Apology Production
• 2.3.3.2 Non-native Speakers of English Production of Apologies
• 2.3.3.3 Non-native Speakers’Apology Production in Language Other Than English
• 2.3.3.4 Non-native Speakers’Perception of Apologies
• Chapter 3 Methodology and Analysis
• 3.1 Subjects
• 3.2 Material
• 3.2.1 The Background Section of the Questionnaire
• 3.2.2 The Production Test
• 3.2.3 The Perception Test
• 3.3 Procedure
• 3.4 Data Analysis
• 3.4.1 Semantic formulae of Chinese EFL learners
• 3.4.1.1 Apology strategies used by freshmen respondents （G1prod）
• 3.4.1.2 Apology strategies used by senior students （G4prod）
• 3.4.1.3 Differences in apologies between two groups
• 3.4.2 Contrastive study of perception
• 3.4.3 Relationship of perception and production: tentative analysis
• 3.4.3.1 Holistic assessment of appropriateness
• 3.4.3.2 Scoring of the Perception Tests Items
• 3.4.3.3 Statistical Analysis
• 3.4.3.4 Results
• Chapter 4 Discussions
• 4.1 Answering the research questions
• 4.1.1 What are the semantic formulae of apology of EFL learners in and China？
• 4.1.2 What is the degree of the relationship between production and L2 proficiency?
• 4.1.3 What is the degree of the relationship between perception and L2 proficiency?
• 4.1.4 What is the degree of the relationship among perception, production and L2 proficiency?
• 4.2 Incorporating research findings into English teaching and learning
• Chapter 5 Reflections and Suggestions
• 5.1 Reflections of This Study
• 5.2 Suggestions for Future Research
• Bibliography
• Appendix 1
• Appendix 2