中国学习者英语情态动词否定的研究

发布时间：2018-02-02 20:40

本文关键词： 情态动词的否定情态使用特征　出处：《大连海事大学》2017年硕士论文　论文类型：学位论文

【摘要】：英语情态动词的否定是英语语法中一个复杂的环节。它有两个否定范围并且能表达两种情态,其复杂的使用特征给英语学习者在学习和使用情态动词否定时带来了一些困惑。因此,本文从语法学的角度,主要从分布、句法特征和情态意义三个方面对中国学习者英语情态动词的否定进行了探索,旨在分析中国学习者英语情态动词否定的使用特征和掌握情况。本文基于语料库,应用定性和定量相结合的分析方法,并使用现代统计手段对数据进行统计和分析,得出以下结论。首先,中国学习者使用英语情态动词否定的频率与本族语者有显著性差异。而且,中国学习者在书面语中使用情态动词的否定比在口语中更为熟练。其次,中国学习者英语情态动词否定的使用既和本族语者有共同的句法特征,又有其独具的句法特征。在主语方面,在BNC和SWECCL中代词出现的频率都高于名词。然而,具体到每个否定的英语情态动词的使用却有很大差异,这反应了一些情态动词的否定被误用了。在语态方面,中国学习者在表达情态的时候使用了较少的标记性语态,即被动语态。在语体方面,完成体和进行体出现的频率均少于十次,中国学习者还未准确掌握情态动词的否定和语体的结合使用。第三,在抽取的例句中,中国学习者能合理地使用英语情态动词的否定表达认知情态。但是,在表达义务情态的时候,不是所有的否定的情态动词都能被恰当地使用。本研究的结果可以为英语学习和英语教学提供一些启示。一方面,英语学习者自己可以对他们表达的内容有一个大概的了解并且有相应的新发现。另一方面,英语教师可以对学生使用情态动词否定的能力的差异有一个大体的印象,由此他们可以相应地调整教学侧重点、教学方法和教学策略。
[Abstract]:The negation of English modal verbs is a complicated link in English grammar. It has two negative ranges and can express two kinds of modality. Its complex usage features have brought some confusion to English learners in learning and using modal verb negation. Therefore, from the perspective of grammar, this paper mainly focuses on the distribution. This paper explores the negation of English modal verbs in Chinese learners from syntactic features and modal meanings in order to analyze the use and mastery of modal verbs in Chinese learners. This paper is based on the corpus. Using the qualitative and quantitative analysis method, and using modern statistical means to statistics and analysis of the data, the following conclusions are drawn. First of all. The frequency of using modal verb negation in Chinese learners is significantly different from that of native speakers. Moreover, Chinese learners are more proficient in using modal verbs in written language than in oral English. Chinese learners of English modal verb negation have the same syntactic characteristics as native speakers, but also have their own syntactic characteristics. Pronouns appear more frequently in BNC and SWECCL than nouns. However, the use of each negative modal verb in English is quite different. This reflects the misuse of the negation of some modal verbs. In terms of voice, Chinese learners use less marked voice, that is, passive voice, in expressing modality. Both perfect aspect and progressive aspect appear less than ten times, Chinese learners have not mastered the negation of modal verbs and the combination of stylistic use. Third, in the sample sentences extracted. Chinese learners can reasonably use the negative expression cognitive modality of the English modal verb. Not all negative modal verbs can be used properly. The results of this study can provide some enlightenment for English learning and English teaching. English learners themselves can have a general understanding of the content they express and have a corresponding new discovery. On the other hand. English teachers can have a general impression of the difference in students' ability to use modal verb negation, so that they can adjust their teaching emphasis, teaching methods and teaching strategies accordingly.
【学位授予单位】：大连海事大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H314.3

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