摘要
本研究以Hyland的人际模型为理论指导,以中国大学MOOC为平台选取12个英语为教学语言的慕课为语料素材,自建语料库,借助AntConc与卡方检验工具检索元话语并进行数据对比分析,探究高校英语教师使用元话语的频率及分布,对比分析不同课程类型元话语使用的差异。研究结果发现元话语共出现1931次,标准化频率为64.20,其中引导式元话语(37.96%)使用频率明显低于互动式元话语(62.04%)。十个子类中,使用最频繁的前五类是介入标记、过渡标记、结构标记、语码标记,模糊语。此外,不同课程类型之间元话语的子类使用存在差异,其差异主要体现在过渡标记、模糊语、态度标记、自我提及标记和介入标记这五个子类。
Under the theoretical guidance of Hyland’s interpersonal model, this study selects 12 English MOOCs from Chinese University MOOC for building a corpus, retrieves metadiscourse with the help of AntConc and chi-square test tool for comparative analysis of the data. It explores the frequency and distribution of metadiscourse, and compares the differences of metadiscourse in different course types. The results show that metadiscourse appears a total of 1931 times, with a standardized frequency of 64.20, in which the frequency of interactive metadiscourse (37.96%) is significantly lower than that of interactional metadiscourse (62.04%). Among the ten subcategories, the first five categories most frequently used are engagement markers, transition markers, frame markers, code glosses and hedges. In addition, there are differences in the use of subcategories of metadiscourse among different course types, and the differences are mainly reflected in the five subcategories: transition markers, hedges, attitude markers, self mentions and engagement markers.
出处
《现代语言学》
2022年第11期2468-2477,共10页
Modern Linguistics
