中国学习者话语标记语you know的用法研究

论文摘要

话语标记语是一种常见的语言现象,在话语理解中起到引导和制约的作用。尽管话语标记语在交流中很重要,我国在这方面的研究却没有其他国家完善。本文从使用频数,搭配位置,特别是语用功能方面对中国学习者使用you know的情况进行分析。本文旨在说明中国学习者和英语本族人在使用you know时的异同。本文采用了定性和定量相结合的分析方法,重点在于研究you know在SECCL中的语用功能。在wordsmith的帮助下,我们得到如下结论:中国学习者与英语本族语者相比,语篇标记语you know的使用较少;中国学习者基本上可以正确使用you know。最后对引起you know误用的可能原因进行了分析。

论文目录

• 摘要
• Abstract
• Chapter1 Introduction
• 1.1 Research Background
• 1.2 The Triggers of This Research
• 1.3 The Research Questions
• 1.4 The Organization of the Thesis
• Chapter 2 Literature Review
• 2.1 Terminology Diversity of DMs
• 2.2 Definition of DMs
• 2.3 Properties of DMs
• 2.3.1 Colorlessness of DMs
• 2.3.2 Detachability of DMs
• 2.3.3 Pragmatic Motivation of DMs
• 2.4 Classification of DMs
• 2.4.1 Basic Pragmatic Markers
• 2.4.2.Commentary Pragmatic Markers
• 2.4.3 Parallel Pragmatic Markers
• 2.4.4 Discourse Markers,
• 2.5 Two Approaches to DMs
• 2.5.1 Coherence-based Approach to DMs
• 2.5.2 Relevance-theoretic Approach to DMs
• 2.6 Brown and Levinson's Theory of Politeness
• 2.7 Previous Research on DM Use and Acquisition
• 2.7.1 DM Use and Acquisition by Native Speakers
• 2.7.2 DM Use and Acquisition by L2 Learners
• 2.8 Corpus and DMs Study
• 2.8.1 Corpus-based Study of DMs
• 2.8.2 Learner Corpus and DMs Study
• Chapter 3 Methodology
• 3.1 Data collection
• 3.1.1 Studied Corpora
• 3.2 Research Procedure
• 3.2.1 Identifying and Retrieving you know from SECCL and SBCSAE
• Chapter 4 Findings and Discussion
• 4.1 The Comparison between SECCL and Native Corpora
• 4.2 Collocations of you know in SECCL and SBCSAE
• 4.3 Position Analysis of you know in SECCL
• 4.3.1 Turn-initial.
• 4.3.2 Turn-internal
• 4.3.3 Turn-final
• 4.3.4 Position Analysis in SECCL and SBCSAE
• 4.4 Core Meaning of you know
• 4.5 Function of you know in SECCL
• 4.5.1 Marker of Information
• 4.5.2 Marker of Politeness
• 4.6 Patterns of you know by Chinese EFL learners
• 4.7 Possible Factors Underlying the Inappropriate Usage of you know
• 4.7.1 Context
• 4.7.2 Deficiency in Language Teaching
• 4.7.3 Situational Anxiety
• 4.7.4 Pragmatic Fossilization
• 4.7.5 Failure to Notice of DMs
• 4.7.6 No Instruction on DMs
• 4.7.7 The Limit of the Learners' Processing Capacity
• Chapter 5 Conclusion
• 5.1 Major Findings of the Current Study
• 5.2 Pedagogical Significance
• 5.3 Limitations of the Present Study
• 5.4 Suggestions for Future Research
• Reference
• Appendix
• Acknowledgments
• Resume