基于语料库的TEM-8口语中模糊限制语研究

发布时间：2018-04-20 15:15

本文选题：模糊限制语 + 语料库　；参考：《重庆师范大学》2017年硕士论文

【摘要】：模糊语广泛地存在于所有人类语言中。自1972年语言学家Lakoff提出这个概念以来,模糊限制语就成为了模糊语言学研究中的一个热门话题。众多的学者从不同方面对其进行了广泛的关注和研究,如从语用学角度、语篇角度、修辞学角度等。但以往的研究类型单一,多局限于书面语,对口语交际中模糊限制语的使用情况研究较少。模糊限制语在口语交际中的特殊性和重要性还没有引起英语教学者和英语学习者的足够重视。在口语交际中,不适当的使用、过多的使用或过少使用模糊限制语都会导致交际中的冷场或不和谐,甚至造成言语交际失败。鉴于此,本研究通过与本族语者相对比,分析中国英语学习者的模糊限制语使用情况,主要回答以下几个问题:首先,中国英语学习者在口语中使用频率最高的模糊限制语是什么?其次,根据Prince等对模糊限制语的分类,在各个类别中,中国英语学习者与本族语者模糊限制语使用分别有何不同?再次,产生这些差异的原因是什么?最后,中国英语学习者应如何更精确地掌握模糊限制语的使用?为了实现以上研究目标,本研究采用中介语对比分析法,以当代美国英语语料库(COCA)中的口语子料库作为参照语料库,以中国学生英语口笔语语料库(SWECCL)中的TEM 8口语语料库作为学习者语料库,深入对比分析与美国英语本族语者相比,中国英语学习者使用模糊限制语有何异同。本研究采用Prince等对模糊限制语的分类,根据以往的研究总结出61个最常用模糊限制语,将其放入两个语料库中进行检索筛选,最终得到每个模糊限制语在两个语料库中的使用频率并对其进行比较分析。为了进一步了解每个分类中的模糊限制语使用情况,分别在各类别中选取了6个使用频率最高的模糊限制语进行进一步的比较分析。利用定性和定量相结合的方法,通过对比分析发现,首先,中国英语学习者与本族语者模糊限制语使用存在相同之处,他们都在口语中大量的使用模糊限制语。在两个语料库中,缓和型模糊限制语的使用频率均高于变动型模糊限制语。这证明,整体情况下,中国英语学习者与本族语者模糊限制语使用趋势相同,基本掌握了模糊限制语的使用。其次,与本族语者相比,中国英语学习者对于模糊限制语的使用有更多的不同。总体频率上,中国英语学习者的使用频率远高于本族语者,但研究进一步发现,造成这个结果的原因是中国英语学习者过度的使用某些模糊限制语,如I think,must,can,should等,然而某些模糊限制语的使用频率非常低,甚至是零,这种不均衡现象普遍存在在各类别中。根据以上研究结果,在复杂性理论的指导下,本研究从二语水平、文化差异、职位语境、年龄、性别等方面分析了产生这些差异的原因,并提出一些教学建议,以期能够帮助英语教师更好的组织模糊限制语教学,英语学习者能更精确地掌握和使用模糊限制语。
[Abstract]:Vagueness exists widely in all human languages. Since Lakoff, a linguist, put forward this concept in 1972, hedges have become a hot topic in the study of fuzzy linguistics. Many scholars have paid much attention to it from different aspects, such as pragmatics, discourse, rhetoric and so on. However, previous studies are of a single type, mostly confined to written language, and lack of research on the use of hedges in oral communication. The particularity and importance of hedges in oral communication have not been paid enough attention by English teachers and learners. In oral communication, improper use, excessive use or too little use of hedges can lead to coldness or disharmony and even failure in verbal communication. In view of this, the present study analyzes the use of hedges in Chinese EFL learners by comparing them with native speakers, and mainly answers the following questions: first of all, What are the most frequent hedges used by Chinese EFL learners? Secondly, according to Prince's classification of hedges, what are the differences between Chinese English learners and native speakers in the use of hedges? Again, what are the reasons for these differences? Finally, how can Chinese English learners master the use of hedges more accurately? In order to achieve the above research objectives, the present study uses the interlanguage contrastive analysis method and the oral subcorpus in the contemporary American English Corpus (COCA) as the reference corpus. Using the oral corpus of TEM 8 from Chinese students' oral pen corpus as the corpus of learners, this paper makes an in-depth comparative analysis of the differences and similarities between Chinese English learners' use of hedges and American native English speakers. In this study, Prince was used to classify hedges. According to previous studies, 61 most commonly used hedges were summed up, and then they were put into two corpora for retrieval and screening. Finally, the frequency of each hedges used in the two corpora is obtained and compared with each other. In order to further understand the use of hedges in each category, six of the most frequently used hedges were selected for further comparative analysis. By combining qualitative and quantitative methods, it is found that, first of all, there are similarities between Chinese English learners and their native speakers in the use of hedges. In the two corpora, moderative hedges are more frequently used than variable hedges. This proves that Chinese English learners have the same tendency to use hedges as their native speakers, and they have mastered the use of hedges. Secondly, Chinese EFL learners use hedges more differently than native speakers. In general, Chinese EFL learners use far more frequently than their native speakers. However, the study further found that the reason for this result is that Chinese EFL learners overuse certain hedges, such as I thinkmust should, etc. However, the frequency of some hedges is very low, even zero. Based on the above results and guided by the theory of complexity, this study analyzes the causes of these differences from the aspects of second language level, cultural differences, position context, age and gender, and puts forward some teaching suggestions. In order to help English teachers better organize the teaching of hedges, English learners can master and use hedges more accurately.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H313

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