话语标记语对学术英语讲座听力理解的影响

Influence of Discourse Marker on Listening Comprehension of Academic English Lectures

探讨话语标记语在二语环境下对学术英语讲座听力理解的作用。在实验中,受试分别听四个不同版本的学术英语讲座(包含宏观话语标记语;包含微观话语标记语;既包含宏观话语标记语,也包含微观话语标记语;所有话语标记语已被删除),然后测试受试听不同版本讲座的听力理解水平并进行评分统计。实验结果表明,话语标记语对二语环境下学术英语讲座的听力理解没有明显促进作用。另外,实验设置了实验组和控制组,对实验组受试进行话语标记语语用功能显性教学,四个月后测试两组对带有话语标记语的英语学术讲座的听力理解水平。结果显示,对听者进行显性的话语标记语语用知识的教授对其听力理解有明显的促进作用。

This paper mainly discusses the role of discourse markers in listening comprehension of academic English lectures in a second language context.In the experiment,the subjects listened to four different versions of an academic English lecture(one including macro discourse markers;one including micro discourse markers;one including both types of discourse markers;one with no discourse markers),and then the listening comprehension level of different versions of the lectures is tested and scored.The results showed that discourse markers had no significant effect on the listening comprehension of academic English lectures in the second language context.In addition,the experimental group and the control group were introduced.The subjects in the experimental group were given explicit teaching of pragmatic functions of discourse markers.Four months later,the listening comprehension of English academic lectures with discourse markers was tested.The results demonstrated that the teaching of explicit discourse marker pragmatic knowledge significantly facilitated the listening comprehension.