基于语料库的引述动词研究及其对英语写作教学的启示

A corpus-based study on reporting verbs and its implications for teaching English writing

基于CEW和LOCNESS两个语料库语料的对比，本文研究中国大学英语专业学生论说文中引述动词的使用。研究发现中关学生在论说文中都较多使用话语动词、中性评价和间接引述等，但是中国学生的引述动词使用比较模糊、笼统，引述结构比较单一，引述来源不太确定。文章认为除教学方式和学习策略因素以外，不同的思维特点也是造成引述动词使用差异的重要原因。

Based on the corpora CEW and LOCNESS, this paper studies reporting verbs in argumentative writings by Chinese English majors in comparison with those in argumentative writings by American college students. The study results show that, in contrast with academic papers, both Chinese students＇ and native speakers＇ argumentative writ- ings exhibit excessive use of textual reporting verbs, non-factive evaluations and indirect reporting. But the two groups differ in that Chinese students＇ use of reporting verbs is vaguer and more general, their reporting structures are simpler, and reporting sources less definite. The paper argues that besides teaching methods and learner strategies, different ways of thinking between the two groups of students might be accountable for their differences in the use of reporting verbs.