【作者】 李炳军；

【导师】 董广才；

【作者基本信息】 辽宁师范大学 ， 英语语言文学， 2008， 硕士

【摘要】 本文主要是对指示词在英文写作中作为衔接手段进行研究。二语学生不同的语言背景、对于纯正语言信息不同程度的接触以及对于英语语言及文化的不同的接受融合程度对于这些学生英文写作中的语篇连贯和衔接有着深刻的影响。本文第一章介绍了研究的目的和必要性。本篇文章旨在探讨指示词对二语写作的重要作用并提出促进二语写作教学的策略。本文第二章系统阐述了指示词在英语语篇衔接中的重要作用。首先阐述语篇衔接及指称关系的各种概念和分类,然后分析指示词的语法属性、指示词的数与距离、已知-新信息。指示词的语法功能决定了指示词的指称功能,导致了指示词与指示对象之间各种复杂的指称关系。具体来说,指示词作为代词或者限定词、指示词的数的概念、指示词与语境的关系都导致了指示词与指代对象之间的不同关系。各种指称关系都与指示词所处的局部语境甚至整个语篇息息相关。因此,在不同题材的文章里,指示词的指称特征以及指示词本身的使用频率与模式是不同的。自然,受到母语影响的二语学习者在英文写作中也必然出现与以英语为母语的人不同的使用频率与模式。第三章是介绍了研究方法与步骤。本文采用对比分析的方法比较美国以英语为母语的学生与中国学生的指示词的使用频率与模式。为了清晰辨别对于纯正英语和英语文化的融合对于指示词使用的影响,还增加了在美国生活两到三年的国际学生作为一组受试对象。第四章介绍了各种指示词在三组受试写作样本中出现比例的比较结果并分析了中国英语学习者指示词使用异常的原因。比较的结果中国学生的指示词的使用频率总体高于其他两组受试对象;中国学生的that和those的使用频率高于其他两组受试对象。中国英语学习者指示词使用异常的原因可以归结为:首先,语言转移导致了中国学生的指示词使用频率偏高。汉语中缺少类似英语中的定冠词the使中国英语学习者把汉语中的指示词转换成英语的指示词。同时,汉语的指示词的用法单复数区分不严格、“那”的语篇指示功能导致中国学生that的使用频率偏高;最后,汉语的“语篇句式”特点导致了中国学生指示词与指称对象之间距离过大、句子指称对象增多,从而导致了中国学生的指示词指称关系模糊。第五章为本篇论文的结论部分。同时也探讨了本文发现对于教学的指导意义。在实际教学活动中,教师应当帮助学生清楚认识到英语和汉语指示词使用模式的区别以及指示词与指代对象之间的具体关系,这种认识还要通过实践活动诸如阅读教学加以强化。只有这样,二语学生在写作的语篇衔接方面才能更加清楚的表达自己的意思。总之,指示词是重要的语篇衔接手段,同时也非常容易受到二语学生各自不同的母语背景的影响。所以,指示词的语篇功能应当成为二语写作教学中的重要环节。更多还原

【Abstract】 This paper concentrates on demonstratives as cohesive devices in English discourses.ESL students’ different language backgrounds and different degrees of acculturation of authentic linguistic data and the culture inherited and transmitted through English inevitably strongly impact and profoundly complicate these students’ coherence and cohesion.The first chapter introduces the purpose and the necessities of the research. This research aims to explore the significance of demonstrative reference in ESL writing instruction and to advance some pedagogical strategies to improve ESL writing instruction.The second chapter systematically elaborates on the significance of demonstratives in cohesion in English discourse.First,this chapter covers various concepts and categorization of cohesion and reference,followed by the grammatical properties of demonstratives,the two dimensions of number and proximity of demonstratives,and given-new information conveyed through demonstratives.Various grammatical functions of demonstratives determine demonstrative reference,which results in the complicated relationships between demonstratives and their referents.All these relationships are closely related with the local contexts and even the whole discourses.Therefore,the frequencies of demonstrative specific features and demonstratives themselves vary with different genres.Naturally,ESL learners influenced by their native languages will have frequencies and use patterns different from English native speakers.The third chapter is concerned with the research methodology and procedures. A contrastive approach is adopted in this study to compare and contrast the frequencies and use patterns of Chinese mainland students and American students. In order to highlight the influences of the exposure to authentic linguistic inputs and the acculturation to English culture on the use of demonstratives,this research add a third group of international students who have lived and studied in the United States for two or three years.The fourth chapter demonstrates the results of comparing and contrasting the ratios of demonstratives existing in the writing samples of the three groups of subjects and focuses on the reasons for Chinese students’ anomalies about demonstrative uses.The results can be summarized as follows:Chinese students’ overall frequency of demonstratives is higher than that of the other two groups; Chinese students’ frequencies of that and those are higher than those of the other two groups.The reasons for such anomalies can be attributed to the following factors:Firstly,language transfer results in the high ratios of Chinese students’ demonstratives.Chinese lacks the-like articles,which forces Chinese English learners to switch Chinese demonstratives to the counterparts in English.Besides, the ambiguities of number in Chinese demonstratives and the discourse marker function of na lead to the high frequency of that among Chinese students.Lastly, discourse sentences in Chinese cause long-distance anaphora and clausal referents, which subsequently causes the ambiguities in Chinese students’ demonstrative uses.The fifth chapter presents the conclusion of the research and explores its significance in practical ESL teaching.Instructors should facilitate ESL students in perceiving the distinctions of demonstrative use patterns of Chinese and English and the specific relationships between demonstratives and their referents. Such awareness should be internalized through various practical teaching activities such as reading instruction so that ESL students can accurately convey their meanings in terms of cohesion in their writings.In conclusion,demonstratives,which serve as important cohesion means,are susceptible to students’ different linguistic backgrounds.Undoubtedly, demonstratives can be regarded as a significant aspect in ESL writing.更多还原