基于标记—偏误假说的学习者请求言语行为偏误分析

本文从学习者实施请求时收集的语料入手,发现其中出现的偏误类型主要分为语法错误和语用失误两大类,占到所有语料的27.4%,其中语用失误占总偏误的78.9%。社会因素对学习者的偏误次数产生影响,等级体系中偏误次数最多,主要表现在招呼语的错误使用上。不同水平学习者在语法错误上没有差异,差异主要体现在语用失误上,随着学习者语言水平的提高,语用失误次数有所下降,但是该差异并不具备统计学意义。研究结果表明学习者语法能力的提高并不会自动带来语用能力的提高;针对语料中出现的母语负迁移现象,本文提出标记—偏误假说来解释语法错误发生的条件。

After analyzing the learners＇ data, we have found that the errors learners make when making requests fall into two categories ： grammatical mistakes and pragmatic failures, making up 27.4% of the overall corpus. Out of the errors, pragmatic failures alone account for 78.9%. Social factors exert an influence on leaners＇ errors, which can be found mainly in Hierarchical System and mostly are address forms. Two groups of learners show no difference on grammatical mistakes; even though the CET-6 group make fewer errors than CET-4 group, which is not statistically significant. The findings indicate that the improvement of grammatical ability would not automatically lead to the bettering of pragmatic ability; the negative mother-language transfer can be explained by markedness-error hypothesis proposed in this article.