英语书面语篇中的标记语与主旨解读

英语语篇标记语(discoursemarkers)名称和定义的多样性决定了它们功能的多样性。本文主要利用JR纳延革(JamesRNattinger)和JS德卡里科(JeanetteS,DeCarrico)的有关理论,阐述英语书面语篇标记语在主旨解读方面的重要作用。

基于语料库的搭配和类联接研究——以回指概念外壳名词为例

搭配是语言中横组合关系的词项间的习惯性共现,类联接是比搭配更高一级的词汇与语法之间的共现关系。对英语中搭配和类连接的研究不应局限于短语或小句,而应扩展到语篇层面。文章以回指概念外壳名词为例,进行基于语料库的与语篇功能相连的搭配和类连接的研究。结果显示,外壳名词在评价力的强度、类连接构式的倾向性、对前置修饰语的依赖度、语篇类型的敏感度方面都存在诸多差异。

Distinctions Between Spoken and Written Discourses

本文着重讨论了英语口语与书面语的语篇分析之不同 ,指出两者的区分在于前者受语音限制 ,而后者是为永久性设计的 ,受图形限制。对于口语和书面语语篇分析之不同的讨论主要集中在 :方式、形式。

CONTRASTIVE ANALYSIS OF THE EMPLOYMENT OF PRAGMATIC MARKERS IN THE ENGLISH COMPOSITIONS OF CHINESE AND AMERICAN COLLEGE STUDENTS

本文对中美大学生英语作文中语用标记语的使用情况作了对比分析,试图发现以英语为外语的中国学生在语用标记语的使用方面在多大程度上偏离以英语为母语的美国大学生的使用语用标记语的范式。统计结果表明中国学生使用较多的评述性和语篇标记语,但他们可能会不恰当地使用语用标记语,从而使这些标记语的使用呈现出不自然和单调的特点。

The Effects of Explicit Metapragmatic Instruction on Chinese English Language Learners' Acquisition of Compliment Responses

The present study investigated the effects of explicit metapragmatic instruction on foreign language learners＇ performance of compliment responses （CRs）. Eighty-two non-English major students participated in this study. They were randomly assigned to two groups, an experimental group that received explicit metapragmatic instruction on compliment responses and a control group that did not. A pretest-posttest research design was adopted. The data were collected through a written discourse completion task （WDCT） with six scenarios concerning the topics of appearance, performance, and personality. The results revealed that learners who received explicit instruction dramatically decreased their use of Accept strategy and increased Combination （CB） strategy at the macro level; more specifically, a decrease in Appreciation and an increase in Accept ＋ Accept at the micro level. The learners of the control group made little progress in their performance. The study sheds light on pragmatics learning in an EFL setting and provides implications for pragmatics pedagogy.