元语篇手段的使用与语篇质量相关度的实证研究被引量：40

An investigation into the correlation between use of meta-discourse markers and writing quality

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摘要本研究采用定量测量方法,首先分析篇章和人际两大类型的元语篇手段的使用与书面语篇总体质量的相关度。分析样本采自南京某重点高校英语专业分属四个不同年级的200名学生的同题作文。然后再详细分析低年级组别(一、二年级)和高年级组别(三、四年级)作文中不同类型的元语篇(篇章元语篇和人际元语篇)手段的使用与文章质量的相关度。本研究还深入探讨了篇章和人际元语篇这两大类型的每一子类型手段的使用和写作质量的相关度。研究结果表明,元语篇手段的使用和写作质量之间存在如下关系:(1)从整体来看,篇章元语篇与文章质量之间表面上似乎没有显著性相关关系;人际元语篇手段的使用与文章质量呈显著性负相关关系;(2)进一步分析发现,在高年级组别层面上,篇章元语篇手段的使用和文章质量存在显著性正相关,但相关系数不高,而这一情况在低年级组别层面上并不存在;(3)人际元语篇各子类型手段的使用和文章质量也没有显著性正相关关系。研究提示,对于两者之间的关系须根据具体使用情形而论。在写作教学中,教师要慎重考虑涉及使用元语篇手段的教学策略。 This article reports on a study investigating the relationship between use of meta-discourse markers and writing quality. The study first analyzed the overall correlation between use of textual and interpersonal markers and quality of writing at both the lower and advanced levels. It then analyzed the correlation between use of each sub-type of meta-discourse markers by the L2 writers at the two different levels and writing quality. Results showed that no statistically significant correlation existed between the overall use of textual meta-discourse markers and writing quality. However, negative and statistically significant correlation existed between use of interpersonal meta-discourse markers and writing quality. Results also showed that use of textual meta-discourse markers bore positive and significant correlation to writing quality for advanced L2 writers but not for the lower-level L2 writers. This study suggests that caution should be exercised when writing strategies are adopted concerning use of meta-discourse markers in classroom teaching.

作者徐海铭龚世莲

机构地区上海外国语大学博士后流动站南京师范大学

出处《现代外语》 CSSCI 北大核心 2006年第1期54-61,共8页 Modern Foreign Languages

基金本项研究受1998美国基督教亚洲高等教育联合董事会资助 1999香港大学教育学院田家炳教育资金资助 2000-2003国家社科研究基金项目(00BYY010)资助

关键词元语篇元语篇的子类型写作质量相关性

分类号 H319 [语言文字—英语]

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参考文献29

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