基于语料库的中国学习者英语口语中语用标记语研究

论文摘要

过去二十年中,语用标记语引起了国内外语言学家的广泛关注。语用标记语是口语交际中普遍存在的用来标记言语与其上下文关系的词语或结构。它们是语用能力的重要方面,在口语交际中起着不可或缺的作用。但目前为止,对中国英语学习者习得语用标记语总体情况的大规模研究还很少。有鉴于此,本研究试图探讨中国英语学习者英语口语中的语用标记语的使用情况。基于前人的理论与实证研究,本文提出了语用标记语的理论框架,该框架包括三个语用结构层面:修辞结构,序列结构和推论结构,以及三个语用结构层面所属的十四个语用功能。基于中国学习者英语口语语料库（SECCL）和英国国家语料库（BNC）中的口语语料库,本研究从四个方面比较了中国英语学习者和英语本族语者的使用语用标记语的异同:（1）语用标记语的使用频率和语用功能使用范围,（2）各个语用功能的分布方面,（3）三个语用结构层面的分布方面,（4）语用标记语在句中出现的位置分布方面。针对上述四个方面,本研究得出以下主要结论:（1）研究结果表明中国英语学习者与和英语本族语者相比,使用了较少的语用标记语以及范围较窄的语用功能。在英语本族语语料库中总共出现了981个语用标记语,而在中国英语学习者语料库中只出现了649个语用标记语,且两者显现显著差异。此外,本族语者总共使用了14个语用功能而中国学习者仅使用了10个语用功能。（2）从各个语用功能使用情况来看,中国英语学习者比英语本族语者明显过少使用七个语用功能:阐述性标记语,递进性标记语,时间拖延标记语,原因性标记语,话题转换标记语,自我修正标记语和话语开始标记语,明显过多使用互动监控标记语,中国英语学习者尚未习得四个语用功能,即强调性标记语,评价性标记语,话语结束标记语和直接引用标记语。只有在面子威胁缓和语上,中国英语学习者与本族语者使用基本相当,另外有一个语用功能只由中国学习者使用,即换言之标记语功能。（3）在三个语用结构层面的分布上,中国英语学习者和英语本族语者均显示显著差异。研究结果显示英语本族语者最常使用的是修辞结构语用功能,其次是推论结构语用功能,最不常用的是序列结构语用功能。而中国英语学习者最常使用推论结构语用功能,其次是修辞结构语用功能,最后是序列结构语用功能。统计结果显示中国英语学习者明显过多使用推论结构的语用功能,明显过少使用修辞结构和序列结构的语用功能。（4）在语用标记语在句中出现位置使用上,总体上中国英语学习者比英语本族语者明显过多使用句首位置标记语,明显过少使用句中和句末位置标记语。中国英语学习者和英语本族语者都使用更多well和I mean于句首位置。虽然中国英语学习者比英语本族语者使用well和I mean于句首位置的比例更重,于句中位置比例更轻,但统计结果显示中国英语学习者与英语本族语者在使用well和I mean的位置上并无显著差异。中国英语学习者只使用you know于句首位置,但英语本族语者在句首,句中和句末三个位置都分别使用了you know,并强烈偏好句中位置。中国英语学习者只使用actually于句首位置,但英语本族语者只使用actually在句中位置基于以上结果,本研究建议应在英语课堂中采用显性的教学,让中国英语学习者意识到语用标记语并且多接触其用法。此外,本文还提出I-I-I-I（解释—交互—归纳—内在化）的教学方法来教授中国学习者语用标记语的用法,尤其是中国学习者过少使用的修辞结构和序列结构的语用功能。作者希望本文的研究发现能使语用标记语的讲解和演练成为中国英语课堂教学的不可缺少的一部分。

论文目录

• ACKNOWLEDGEMENTS
• ABSTRACT
• 摘要
• TABLE OF CONTENTS
• LIST OF FIGURES
• LIST OF TABLES
• LIST OF ABBREVIATIONS
• CHAPTER 1 INTRODUCTION
• 1.1 RESEARCH BACKGROUND
• 1.2 RESEARCH OBJECTIVES
• 1.3 THE ORGANIZATION OF THE DISSERTATION
• CHAPTER 2 LITERATURE REVIEW
• 2.1 DEFINING DISCOURSE MARKER AND PRAGMATIC MARKER
• 2.2 THE CHARACTERISTICS OF PRAGMATIC MARKERS
• 2.3 RESEARCH ON PRAGMATIC MARKERS IN CHINA
• 2.4 FORMAL VERSUS FUNCTIONAL APPROACHES TO DISCOURSE
• 2.4.1 Formal approaches to discourse
• 2.4.2 Functional approaches to discourse
• 2.5 SLA THEORIES: A COGNITIVE APPROACH
• 2.5.1 Schmidt’s construct of noticing
• 2.5.2 Formal instruction and the information-processing approach
• 2.5.3 VanPattern and input processing
• 2.6 APPROACHES TO PRAGMATIC MARKERS
• 2.6.1 Coherence-based approach to pragmatic markers
• 2.6.1.1 Pragmatic markers in Schiffrin’s approach
• 2.6.1.2 Pragmatic markers in Redeker’s approach
• 2.6.1.3 Differences between Schffrin’s approach and Redeker ’s approach
• 2.6.2 Relevance-based approach to pragmatic markers
• 2.6.2.1.Sperber and Wilson’s Relevance Theory
• 2.6.2.2 Blakemore’s approach to pragmatic markers
• 2.6.3 Differences between coherence-based approach and relevance-based approach to pragmatic markers
• 2.6.4 González’s approach to pragmatic markers
• 2.6.5 A tentative theoretical framework of pragmatic markers
• 2.6.5.1 The rhetorical structure
• 2.6.5.2 The sequential structure
• 2.6.5.3 The inferential Structure
• 2.7 SUMMARY
• CHAPTER 3 RESEARCH DESIGN
• 3.1 INTRODUCTION
• 3.2 RESEARCH METHODOLOGY
• 3.2.1 Corpus-based approach
• 3.2.2 Contrastive interlanguage analysis
• 3.2.3 Design and method
• 3.3 CORPORA USED IN THE PRESENT STUDY
• 3.4 STATISTICAL AND COMPUTER TOOLS
• 3.4.1 Concordance software
• 3.4.2 Detagging software
• 3.4.3 Statistical tools
• 3.4.3.1 The Proportion Calculator
• 3.4.3.2 The Log-likelihood Calculator
• CHAPTER 4 WELL AS A PRAGMATIC MARKER
• 4.1 INTRODUCTION
• 4.2 PREVIOUS STUDIES ON THE USE OF WELL
• 4.3 RESULTS AND DISCUSSION
• 4.3.1 The functional categories of well in this study
• 4.3.1.1 Non-pragmatic use of well
• 4.3.1.1.1 The Adverbial use
• 4.3.1.1.2 The use of in addition
• 4.3.1.2 Pragmatic functions of well
• 4.3.1.2.1 Well in the rhetorical structure
• 4.3.1.2.2 Well in the sequential structure
• 4.3.1.2.3 Well in the inferential structure
• 4.3.2 Comparative analysis
• 4.3.2.1 The frequency and range of well in BNC and SECCL
• 4.3.2.2 Distribution of individual pragmatic function of well in BNC and SECCL
• 4.3.2.3 Distribution of well in respective pragmatic structure in BNC and SECCL
• 4.3.2.4 Distribution of syntactic positions of well in BNC and SECCL
• 4.5 INTERIM SUMMARY
• CHAPTER 5 I MEAN AS A PRAGMATIC MARKER
• 5.1 INTRODUCTION
• 5.2 PREVIOUS STUDIES ON THE USE OF I MEAN
• 5.3 RESULTS AND DISCUSSION
• 5.3.1 The functional categories of I mean in this study
• 5.3.1.1 Non-pragmatic use of I mean
• 5.3.1.2 Pragmatic functions of I mean
• 5.3.1.2.1 I mean in the rhetorical structure
• 5.3.1.2.2 I mean in the inferential structure
• 5.3.2 Comparative analysis
• 5.3.2.1 Frequency and range of I mean in BNC and SECCL
• 5.3.2.2 Distribution of individual pragmatic function of I mean in BNC and SECCL
• 5.3.2.3 Distribution of I mean in respective pragmatic structure in BNC and SECCL
• 5.3.2.4 Distribution of syntactic positions of I mean in BNC and SECCL
• 5.4 INTERIM SUMMARY
• CHAPTER 6 YOU KNOW AS A PRAGMATIC MARKER
• 6.1 INTRODUCTION
• 6.2 PREVIOUS STUDIES ON THE USE OF YOU KNOW
• 6.3 RESULTS AND DISCUSSION
• 6.3.1 The functional categories of you know in this study
• 6.3.1.1 Non-pragmatic use of you know
• 6.3.1.2 Pragmatic functions of you know
• 6.3.1.2.1 You know in the rhetorical structure
• 6.3.1.2.2 You know in the sequential structure
• 6.3.1.2.3 You know in the inferential structure
• 6.3.2 Comparative analysis
• 6.3.2.1 Frequency and range of you know in BNC and SECCL
• 6.3.2.2 Distribution of individual pragmatic function of you know in BNC and SECCL
• 6.3.2.3 Distribution of you know in respective pragmatic structure
• 6.3.2.4 Distribution of syntactic positions of you know in BNC and SECCL
• 6.4 INTERIM SUMMARY
• CHAPTER 7 ACTUALLY AS A PRAGMATIC MARKER
• 7.1 INTRODUCTION
• 7.2 PREVIOUS STUDIES ON THE USE OF ACTUALLY
• 7.3 RESULTS AND DISCUSSION
• 7.3.1 The functional categories of actually in this study
• 7.3.1.1 Non-pragmatic use of actually
• 7.3.1.2 Pragmatic functions of actually
• 7.3.1.2.1 Actually in the rhetorical structure
• 7.3.1.2.2 Actually in the sequential structure
• 7.3.1.2.3 Actually in the inferential structure
• 7.3.2 Comparative analysis
• 7.3.2.1 Frequency and range of actually in BNC and SECCL
• 7.3.2.2 Distribution of individual pragmatic function of actually in BNC and SECCL
• 7.3.2.3 Distribution of actually in respective pragmatic structure
• 7.3.2.4 Distribution of syntactic positions of actually in BNC and SECCL
• 7.4 INTERIM SUMMARY
• CHAPTER 8 COMPARATIVE ANALYSIS OF THE PRAGMATIC MARKERS BETWEEN BNC AND SECCL
• 8.1 INTRODUCTION
• 8.2 RESULTS
• 8.2.1 Frequency of the pragmatic markers used in BNC and SECCL
• 8.2.2 Range of the pragmatic functions used in BNC and SECCL
• 8.2.3 Distribution of individual pragmatic function in BNC and SECCL
• 8.2.4 Distribution of the pragmatic markers in respective pragmatic structure
• 8.2.5 Distribution of overall syntactic positions in BNC and SECCL
• 8.3 GENERAL DISCUSSION
• 8.3.1 Underuse of the pragmatic markers and functions by Chinese EFL learners
• 8.3.2 Overuse of the pragmatic functions in the inferential structure by Chinese EFL learners
• 8.3.3 Possible factors facilitating the acquisition of pragmatic markers
• 8.3.3.1 Noticing of pragmatic markers
• 8.3.3.2 Instruction on pragmatic markers
• 8.3.3.3 Processing of pragmatic markers
• 8.4 INTERIM SUMMARY
• CHAPTER 9 CONCLUSION
• 9.1 INTRODUCTION
• 9.2 SUMMARY OF THE MAJOR FINDINGS
• 9.3 PEDAGOGICAL IMPLICATIONS
• 9.3.1 Consciousness raising and explicit teaching
• 9.3.2 The I-I-I-I teaching methodology
• 9.4 LIMITATIONS OF THIS STUDY
• 9.5 SUGGESTIONS FOR FUTURE STUDY
• REFERENCES
• 攻读博士期间发表的学术论文目录