基于语料库的中国大学生使用英语语气副词特征分析

论文摘要

英语语气副词在日常交流中起着重要的作用。它可以表达说话人或作者的主观态度,并且对一句话的某一部分或整句话的内容进行评论。本研究以中国英语学习者语料库(CLEC)和英语本族语语料库(BROWN)为基础,使用WordSmith Tools 3.0,对英语语气副词的使用频率及其作为状语在句中的位置进行了研究,从而发现中国大学生在使用常见英语语气副词时的特征,并对其使用特征进行讨论和分析。研究结果表明,中国大学生和英语本族语者在英语语气副词的使用上存在很大差异:(1)虽然一些语气副词被过度使用,但总体上,中国大学生表现出少用语气副词的特征。(2)在大多数情况下,中国大学生在句首使用语气副词,但英语本族语者倾向于在句中使用。本族语者在前中位和前末位灵活使用语气副词,但这一情况在中国大学生的英语写作中并不常见。上述特征形成的原因包括母语迁移的影响,对一些语气副词掌握的不好,书面语中的口语化倾向及不充分的语言输入。本研究将对大学阶段的词汇教学,尤其是英语语气副词的教学起到一定的启示作用。

论文目录

• 摘要
• Abstract
• Chapter 1 Introduction
• 1.1 The Significance of Stance Adverbs
• 1.2 The Purpose of the Study
• 1.3 Research Questions in the Present Study
• 1.4 The Overview of the Thesis
• Chapter 2 Literature Review
• 2.1 Adverbs
• 2.1.1 Definition of Adverbs
• 2.1.2 The Form of Adverbs
• 2.1.3 The Semantic Classification of Adverbs
• 2.1.4 Syntactic Functions of Adverbs
• 2.1.5 Views on the Positions of Adverbs
• 2.2 Stance Adverbs
• 2.2.1 Definition of Stance Adverbs
• 2.2.2 Semantic Classification of Stance Adverbs
• 2.2.3 Syntactic Roles of Stance Adverbs
• 2.2.4 Positions of Stance Adverbs
• 2.2.5 The Stance Adverbs for the Present Study
• 2.2.6 Previous Studies of Stance Adverbs
• Chapter 3 Research Methodology
• 3.1 Corpus-based Study
• 3.2 Corpora Used
• 3.2.1 Description of CLEC
• 3.2.2 Description of BROWN
• 3.3 Instruments
• 3.3.1 WordSmith Tools 3.0
• 3.3.2 SPSS 11.0
• 3.4 Data Collection Procedure
• Chapter 4 Results and Discussions
• 4.1 Overall Frequencies of Stance Adverbs
• 4.2 Comparison of the Positions of Stance Adverbs Used by Chinese College EFL Learners and Native Speakers
• 4.2.1 Comparison of the Positions of Stance Adverbs Used by Chinese NEMs and Native Speakers
• 4.2.2 Comparison of the Positions of Stance Adverbs Used by Chinese EMs and Native Speakers
• 4.3 Discussions on the General Findings
• 4.3.1 Explanations for the Overuse and Underuse of Certain Stance Adverbs
• 4.3.2 Explanations for the Different Sentence Positions of Stance Adverbs between Chinese College EFL Learners and Native Speakers
• 4.4 Summary
• Chapter 5 Conclusion
• 5.1 Major Findings
• 5.2 Pedagogical Implications
• 5.3 Limitations of the Study
• References
• Acknowledgements
• Resume