【作者】 刘宁宁；

【导师】 刘倩；

【作者基本信息】 山东师范大学 ， 外国语言学及应用语言学， 2010， 硕士

【摘要】 自从Halliday和Hasan的《英语衔接》及Schiffrin的《话语标记语》出版后,人们对话语标记语产生了浓厚兴趣。语言学家,特别是语用学家对话语标记语进行了广泛的探索研究。话语标记语是口语和书面语中常见的一种语言现象,用来指示话语之间的逻辑关系。它们往往是一些在话语中起特定语用功能的词或结构。它们不构成命题内容,但具有重要的语用功能(Levinson,1983:87-88)。本文阐述了关联理论的两大基本原则:认知原则和交际原则,以及在交际过程中说话者是如何引导听话人理解自己的交际意图的。话语标记语的引导作用可以帮助听话人找到话语的关联信息,减少听话人的努力获得最大的语境效果。本文还阐述了话语标记语在写作中的应用。通过使用话语标记语,文章被组织成一个连贯的整体,读者可以找到最具关联的信息。本文还介绍了话语标记语的三大功能:(1)互动功能;(2)表态功能;(3)语篇功能。本文主要侧重于语篇功能,对话语标记语在高中学生英语写作中的应用进行了分析。本文的研究是针对话语标记语在高中生英语写作中的应用,作者从泰安东平高级中学抽取了60名高中生,让他们写了两篇作文,同时还与12位高中教师进行了访谈,进一步研究了话语标记语在作文中的应用。通过对大量数据的分析研究,作者得出结论:(1)高中学生已经具有运用话语标记语表达程序意义从而增加文章语境效果的意识;(2)在写作中话语标记语的使用与高中生的写作水平有一定的关系;(3)话语标记语的使用与文章的难易程度有一定的关系。另外,在分析过程中,作者也发现了了学生作文中存在的一些问题,如:误用、过多使用、缺少使用或机械套用话语标记语。并通过与12位高中英语教师的访谈,进一步证实了以上结论的正确性,并发现教学方法上存在的一些问题也是学生作文中问题的原因之一。在对写作中话语标记语的应用研究的基础上,作者提出了关于英语学习和写作教学中的一些建议,希望能对老师和学生有一些启发和帮助。更多还原

【Abstract】 The study on Discourse Markers has attracted more attention and becomes a focus in linguistic study since the publication of Discourse Markers by Schiffrin in 1987 and Cohesion in English by Halliday and Hasan in 1976. Discourse markers are one of the common language phenomena in discourse analysis and they are usually words or units which perform certain functions in discourse. Levinson (1983) points out that DMs do not have propositional meanings but have important pragmatic functions.The thesis illustrates two general principles of Relevance Theory: the cognitive principle and communicative principle, and meanwhile, the thesis also discusses how the hearer/writer guides the hearer/reader to understand the intended meaning. It is under the guidance of DMs that the audience is able to process the information with least effort and thus achieve the largest contextual effect.The thesis studies the application of DMs in writing. By DMs, the discourse is organized into a coherent text so that the reader can find information with optimal relevance. In addition, the thesis introduces three pragmatic functions of DMs: (1) the interactional function; (2) the attitudinal function; (3) the textual function. In the thesis, the study of the application of DMs is mainly based on the textual function.The thesis studies the application of discourse markers in English writing by senior high school students, and 60 students from the Dongping Middle School in Tai’an City were asked to write two compositions, and meanwhile, the author also carried out an interview with 12 senior high school teachers to make a further study of the usage of DMs. By the analysis of the collected data, the author draws the following conclusions: (1) students have already possessed the cognitive awareness of encoding procedural meaning to reduce the reader’s cognitive effort by using DMs; (2) the use of DMs in writing is influenced by the English level of senior high school students; (3) the use of DMs is related to the difficulty level of the writing. Meanwhile, the author has an interview with 12 teachers to further confirm the above conclusions and finds that some problems existing in teaching methods are also reasons of the problems of students’compositions.Based on the analysis of the application of DMs in writing of senior high school students, some suggestions for EFL learning and teaching are proposed. It is hoped that they can be of help to teachers and students.更多还原