【作者】 王瑾；

【导师】 李庆生；

【作者基本信息】 武汉大学 ， 英语语言文学， 2005， 硕士

【摘要】 话语标记语是指说话者用来组织语篇的词或短语,说话者通过使用话语标记语,使他的前述话语与后述话语联系起来,从而实现组织语篇的目的。20世纪70年代,语言学家们逐渐热衷于从语用和语境的角度来研究话语,这时候他们才开始对研究话语标记语产生兴趣。到了80年代和90年代,语言学中大量的研究集中在话语标记语上,话语标记语研究获得迅猛的发展。现在,话语标记语不仅在从语用学和话语分析角度进行的研究中起重要作用,而且在研究语言习得、语言教学及社会语言学领域也扮演重要角色。 话语标记语已取得的研究成果多是以母语为研究对象,如:英语、法语、汉语等语言中的话语标记语。在以英语为外语的环境中进行的相关研究很少,而针对中国外语课堂上使用某一具体话语标记语(如and)进行的实证性研究则少之又少。为此,我们收集了武汉大学2004年暑期大学生英语口语培训项目12个班共265个学生的课堂活动的语料,共41小时55分钟。在此基础上,我们对课堂上学生话语中出现的话语标记语and进行了深入细致的观察和分析,并将其与英国BNC语料库提供的母语使用者的语料进行对比。 研究表明,中国大学生和母语使用者在and的意念功能和语用功能两个主要方面表现出很多相同之处和不同之处: 1)中国大学生能够使用and衔接简单话语结构的各个层面,但是与母语使用者相比较,中国大学生不会使用and衔接复杂话语结构,有时存在使用and衔接话语结构不当的情况。 2)中国大学生使用and表示语用功能的用法包括:保持话语权,重新获得话语权,标示话题转移,标示话语错误开始等等;但是与母语使用者对比发现,中国大学生使用and存在缺陷,他们不会使用and同时进行话题内部结构之间衔接及话题与话题之间的衔接,不知道如何使用and重新进入某个话题,不知道如何使用and在衔接话语结构的同时表达语用含义。 通过对语料的研究,我们还发现中国大学生在使用其它两个话语标记语but和or时,和and的使用显示出相似性,即这两个话语标记语也具备意念功能和更多还原

【Abstract】 Discourse markers (henceforth DMs) are words or short phrases that organize texts. This organization is achieved by showing how the speaker intends the basic message that follows to relate to the prior discourse. Since the 1970s, researchers have been interested in investigating DMs with their growing interest in pragmatic and contextual aspects of utterance interpretation. A rapidly expanding body of research has been dealing with DMs continually throughout the 1980s and 1990s. As a result, DMs now figure prominently not only in the pragmatic and discourse analytic research but also in the studies of language acquisition and language pedagogy, and sociolinguistics.Much of the research on DMs has been done in native speakers’ language environments, such as DMs in English, in French, in Chinese and so on. Less research on DMs has been focused on in EFL environments. Especially, there are few empirical studies of a specific discourse marker (henceforth DM) like and in Chinese EFL classroom. For an understanding of this problem, we attempt to investigate the DM of and in the speeches of Chinese non-English majors. As for the data of Chinese students’, I attended summer oral English course, 2004, in Wuhan University and collected data of 41 hours 55 minutes from 12 natural classes which comprise 265 students in all. After developing a detailed analysis of Chinese students’ data on the DM of and, we make a contrastive study between Chinese students’ and native speakers’ performance on it. The data of native speakers’ is provided by BNC, namely, British National Corpus.Our investigation demonstrates that Chinese students and native speakers share similarities and also have differences on both ideational and pragmatic functions of and, which are described in detail as follows:In the part of ideational functions of and, we find Chinese students employ and working at different levels of idea structure of the discourse. However, the contrastive study shows that Chinese students are less competent at organizing the long and complicated discourse segments into a coherent text and sometimes they use and in an inappropriate way.And not only plays the role of coordinating ideas of the discourse units but alsocontinues a speaker’s action according to Chinese students’ data. Chinese students’ uses of and which perform this pragmatic function can be displayed by such details as holding the floor, regaining the floor, marking topic transition, initiating the restart and so on. However, Chinese students are lack of employing and on these occasions: and works at both local and global levels of the discourse to mark the topic transition; and marks the speaker’s re-entry of the story; and plays both ideational and interactional roles simultaneously.Data analysis also shows that Chinese students’ uses of and share similarity with other two DMs i.e. but and or on both ideational and pragmatic functions.Although some limitations can be found, the present study necessarily has its important implications, such as for foreign language teaching and language learning since no pioneering attempt from this perspective has been found with focus upon the study of DMs in the Chinese EFL classroom. This study indicates that, teachers must promote awareness about importance of teaching DMs, as a way of improving students’ communication competence. On the other hand, in order to achieve fluency and accuracy in oral English, Chinese college students of non-English major need do more on learning English linguistic and pragmatic knowledge.更多还原