语际话语标记语的语用调查分析及写作教学研究——基于CLEC和BROWN语料库的语际话语标记语对比

A Pragmatic Analysis of Discourse Markers of Interlanguage and Study on Teaching of Writing—— A Comparative Study on the Learning of Discourse Markers Based on CLEC and BROWN Corpus

通过对中国学习者英语语料库CLEC和本族语BROWN语料库的检索,对比分析了中国学习者话语标记语在使用频率上的超量使用和不足的具体形式、二者在使用位置上的差异。这些语际话语标记语的特点受两种语言之间的差距影响,距离越小,越易习得。另外,形式简单、早期学得的形式、语气和汉语接近的标记语使用频率偏高。标记语的超量使用还受语体影响,某些口语的语用功能也被误用到书面语中。调查显示,学习者偏爱用显性语用标记语,而对隐性标记语使用较少,原因是其位置的难以确定。对于传信类和实据类标记语,学习者偏向用小句形式,这与教学中强调句型训练有关。调查为写作显性教学策略的使用提供了一定的借鉴。

Frequency differences in terms of discourse markers are found between the Chinese learners and the native speakers by searching the CLEC and Brown corpus, so are the position of discourse markers. These characteristics of interlanguage discourse markers seem to result from the language distance, the smaller of it, the easier the language is to acquire. In addition, the simpler form, those acquisited in earlier age, and those similar to Chinese in accent are used in high-frequency. The over-used markers may also be transplanted from the oral form. The teaching of discourse markers shows that learners prefer explicit pragmatic markers to implicit ones due to their uncertain position. As to those of information resources and evidences, learners prefer to clauses on account of drill exercises. The study may shed light on the explicit teaching strategies in writing.