【作者】 王磊；

【导师】 王文宇；

【作者基本信息】 南京大学 ， 英语语言文学， 2013， 硕士

【摘要】 大量研究表明,英语连接词的掌握和使用对二语学习者十分重要。本文研究了60名博士生在英语写作中连接词的使用情况,研究重点为博士生在英语写作任务中连接词的使用规律、错误连接词的产出特征,以及学生的连接词的使用与其作文成绩之间的关系。通过人工标记、归类分析的方法,笔者从学生作文中提取出了正确与错误的连接词,并进行了定性及定量分析。本研究的发现主要如下：1. 在该写作任务中,所有学生都使用了一定数量的连接词,并且在不同类型连接词的使用上数量有所差异。在本项研究的语料中,学生使用增强类型的连接词数量最多,延伸类型次之,详述类型最少。在连接词下分类中,时空类型使用数量最多,因果/条件类型其次,而方式和话题这两种类型最少。2. 另一方面,约四分之一的连接词使用不恰当。其中,增强类连接词使用错误最多,延伸类其次,详述类最少。在三种连接词错误类型中,错误使用连接词所占比例最大,其次为过少使用和过度使用连接词两种类型。而在错误使用连接词类型中,形式错误和语法错误最为突出,其次为逻辑错误,而搭配错误和重复错误出现最少。3. 最后,数据统计发现学生的作文分数与其连接词使用的总量以及不同类型连接词的使用数量均呈正相关。不同英语写作水平的学生在作文中连接词的使用上呈现出明显的区别。高质量的作文中连接词使用的数量显著高于低质量的作文。尤其是高质量作文更倾向于使用更多的增强类和详述类的连接词。而在连接词的下分类中,时空类和阐明类连接词的使用在学生作文中呈现出显著区别。本项研究得出结论：连接词的正确使用有利于提高二语写作质量；然而,学生对连接词使用的掌握仍然问题重重。因此本研究建议,教师需加强学生的连接词使用意识,同时让学生关注到连接词使用上的问题。另外,教师还应提醒学生平时在学习和使用连接词时注意不同连接词的功能和使用方法。最后,教师应鼓励并指导学生正确使用连接词,帮助他们意识到所犯的连接词使用错误,从而减少连接词的错误使用。更多还原

【Abstract】 The recent few years have witnessed an interest in exploring the use of conjunctions by EFL learners. As an attempt to examine the features as well as problems of conjunction use in L2 writing, and also to explore the relationship between conjunction use and writing quality, this thesis reports a study on the use of conjunctions by sixty Chinese doctoral students in their essays.In this study, both appropriate conjunctions and incorrect conjunctions in the students’ essays were identified and subsequently submitted to quantitative and qualitative analysis by means of manual tagging and extraction. Data analyses have yielded the following findings:1. The doctoral students used a considerable number of conjunctions in their writings. Conjunctions of various types were used with different frequencies. The students employed Enhancement conjunctions most frequently, followed by Extension and Elaboration types. As for conjunction sub-types, the students employed Spatio-temporal devices most frequently, followed by Causal-conditional ties. Manner and Matter conjunctions were rarely used by the students.2. One quarter of the conjunctions used by the doctoral students were problematic. Most of the conjunction errors belonged to Enhancement type, followed by Extension type. The students rarely made errors when using conjunctions for the purpose of Elaboration. Among all conjunction error types, Misuse ranked the first, followed by Underuse and Overuse errors. Among Misuse errors, Inappropriate style and Grammatical mistake errors stood out as the most two prominent error types, followed by Wrong logic errors. Non-matching and Redundancy errors were much less frequent in the students’ writings.3. Both the total frequency of conjunctions and the frequencies of various conjunction types were found to be significantly correlated with the writing quality. The doctoral students with different writing proficiencies differed significantly in their use of conjunctions:the highly-rated essays used more conjunctions than the other essays. Specifically, the highly-rated essays employed significantly more Elaboration and Enhancement devices. As for the sub-types of conjunctions, significant differences were only found in the use of Clarification and Spatio-temporal ties.The above findings have shown the important role of conjunctions in L2 writing and confirm the problematic nature of conjunction use. The major pedagogical implication drawn from this study is that teachers should raise students’conjunction awareness, and draw students’ attention to problems with conjunction use. Moreover, teachers should call students’ attention to functions and conventions of conjunction use. Besides, teachers should also encourage and guide students to use conjunctions in writing process and help them to recognize and reduce their production of inappropriate conjunctions.更多还原