摘要
以Fraser的话语标记语分类法为基础,本研究对浙江省某高校90名非英语专业本科二年级学生记叙文写作中话语标记语使用情况进行了调查。调查显示所有学生都使用了话语标记语,但使用频率不同。按话语使用频率高低排序,依次是阐述性标记语、推断性标记语、对比性标记语、因果性标记语和主题相关标记语。研究结果同时显示,高级组和初级组学生在话语标记语的正确使用频率上存在显著差异,英语水平高的学生在记叙文写作中使用的话语标记语数量相对较多,种类也相对丰富。
Based on Fraser＇s（1999） taxonomy of discourse markers, this study investigates discourse markers in descriptive compositions of 90 non-English major sophomore students. Findings show that students employed discourse markers with different degrees of occurrence. Elaborative markers are the most frequently used, followed by inferential, contrastive,causative, and topic relating markers. There is a direct and positive relationship between English ability and the number of well-functioned discourse markers,that is, students at high level use more correct discourse markers and in more types and vice versa.
出处
《浙江外国语学院学报》
2013年第3期25-29,64,共6页
Journal of Zhejiang International Studies University
关键词
话语标记语
书面语
英语能力
discourse marker
written English
English ability
