基于故事语法要素的英语专业学生汉英口头叙事研究

发布时间：2018-05-01 17:02

本文选题：英语专业学生 + 故事语法　；参考：《扬州大学》2017年硕士论文

【摘要】：本研究以Stein和Glenn的故事语法为理论框架,描述中国英语专业学生中英文口头叙事作文中的故事语法特征,重点比较汉英故事语法各要素的使用情况,旨在揭示英语专业学生汉英叙事中故事语法各要素使用的共性与差异。具体回答3个主要研究问题:1)英语专业学生汉语口头叙事具有什么样的故事语法特征?2)英语专业学生英文口头叙事具有什么样的故事语法特征?3)英语专业学生汉英文口头叙事的故事语法特征有何共性与差异?本研究使用的语料为30个中文样本和30个英文样本,均为英语专业三年级学生在测试环境下产出的同题口头叙事。受试以“你生活中最难忘的一件事”为话题诱发学生产出中英文口头叙事作文。本研究采用定量和定性混合的研究方法。定量数据分析分五步:编码T单位;基于内容分析的故事语法要素分类;范化汉英故事语法各自特征;中英文叙事作文独立样本T检验。随后部分受试接受访谈。通过内容分析及数据统计分析,有以下三点主要发现:首先,基于中文样本的分析表明,故事语法模型适用于汉语叙事,即中文样本单个情节中故事语法要素的结构、内容及变体特征和多个情节的特征与故事语法模型基本吻合。就单个情节的结构而言,中文样本中故事语法要素种类(如起始事件、反应、心理计划、尝试、直接结果等)及其出现顺序与故事语法模型基本吻合。各要素在叙事中所占比例不尽相同,其中“尝试”要素所占比例远高于其他要素,最低的是“计划”要素。就内容而言,各要素均可由两到三种陈述呈现方式,如:“起始事件”包括自然事件类、动作类或心理活动类三种陈述方式。各种陈述方式中,“动作类”陈述方式使用频次最高,而“自然事件类”陈述方式使用频次最低。大多数要素的使用都有相应变体,变体共分为三类:重复、省略和移位。省略出现频次明显高于重复或移位。各要素中“背景”要素和“反应”要素使用最为灵活,经常出现省略和移位。同一口头叙事作文中可能会出现多个情节,由顺承、转折或因果关系连接。中文样本中近三分之一的叙事包含两个主要情节,两个情节均由顺承关系连接。其次,英文样本的单个情节中故事语法要素种类及出现顺序也与故事语法模型基本吻合,各要素所占比例较为均匀,并无某要素的比例明显高于其他要素。各要素的具体陈述方式种类与中文样本中一致,且使用频次最高的仍是“动作类”陈述方式。各要素使用的变体种类也为重复、省略和移位三类,其中省略出现率最高。有近二分之一的英文叙事样本包含两个甚至三个主要情节,各情节之间由顺承或因果关系连接。第三,中英文叙事样本的故事语法特征比较显示,英语专业学生的叙事产出中单个情节和多个情节的使用既有相似性,也存在差异。首先,就结构而言,中英文叙事样本的单个情节中故事要素种类及出现顺序均与故事语法模型一致,说明故事语法模型在中文口头叙事作文中得到充分体现,且学习者英文口头叙事的产出表明其已有故事语法图式。“起始事件”和“尝试”等故事要素所占比例在中英文样本间有显著差异,英文样本中“起始事件”所占比例显著增加,而“尝试”要素所占比例显著减少;其他要素所占比例无显著差异。对此,三分之二的受试在访谈中表明中文叙事时就核心事件展开,而英文叙事时将语法要素逐个依次展开;另外还有部分受试认为可能的原因是在产出英文口头叙事前会对叙事结构加以规划。其次,就内容而言,中英文叙事样本中各要素的陈述方式无显著差异,表明受试在英文产出过程中受到了其母语迁移的影响。再次,中英文样本中频繁使用省略或重复等变体的均为“背景”要素和“反应”要素,英文样本中故事语法要素出现重复、省略及移位的频率明显高于中文样本。英文样本中同一篇叙事里出现多个情节的频率明显高于中文样本,且情节之间的连接关系也更为复杂。对此,可能的解释是受试英文产出过程中由于语言水平的限制认知负荷更重。三位受试在访谈中均表明在英文叙事时会借助省略某个要素或使用多个情节,作为交际策略规避其语言水平的缺陷。本研究结果有一定的教学意义。一方面,二语学习者英语口语练习可以从训练口头叙事作文开始,毕竟叙事能力是人类语言中最基本的技能之一;另一方面,教师了解和课堂中使用故事语法可以培养学生叙事话语能力。
[Abstract]:This study uses the story grammar of Stein and Glenn as the theoretical framework to describe the grammatical features of the Chinese English Majors in the oral narrative composition of English and Chinese, and to compare the use of the elements of the grammatical elements of the Chinese and English stories in order to reveal the commonness and differences in the use of the elements of the story language in English Majors' Chinese and English narration. 3 The main research questions: 1) what kind of story grammatical features do English major students have in oral Chinese narrative? 2) what kind of story grammatical features do English oral narration have in English majors? (3) what are the similarities and differences in the grammatical features of English oral narrative in English majors? This study uses 30 Chinese samples. This and 30 English samples were the same oral narrative of the English major three students in the test environment. The oral narrative composition of the students was induced by the subject "one of the most memorable things in your life". The quantitative and qualitative research method was used in this study. The quantitative data analysis was divided into five steps: the coding T unit. The classification of the grammatical elements of the story based on the content analysis; the characteristics of the grammatical grammar of the Chinese and English stories; the T test of the Chinese and English narrative composition independent samples. The following subjects were interviewed. Through the content analysis and the data statistics analysis, the following three main findings were found: first, the analysis based on the Chinese sample shows that the story grammar model is suitable for the Chinese language. Narrative, the structure of the story grammatical elements in a single plot of the Chinese sample, the content and the characteristics of the variant and the characteristics of the plot are basically consistent with the story grammatical model. In terms of the structure of a single plot, the types of the story grammar elements in the Chinese sample (such as the starting events, the reaction, the heart plan, the attempt, the direct results, etc.) and the sequence and reason of the occurrence of the story. The proportion of the elements in the narrative is different, and the proportion of the elements in the narrative is different. The proportion of "try" elements is far higher than the other elements, and the lowest is the "plan" element. As far as the content is concerned, the elements can be represented by two to three representations, such as "the starting things" including the natural events, the action classes, or the psychological activities. Among the three statements, the use of "action class" statements is the most frequently used, while the "natural event" statement is the lowest. The use of most of the elements has a corresponding variant, and the variant is divided into three categories: repetition, omission and displacement. The occurrence frequency is obviously higher than repetition or displacement. "Background" is "background". "The most flexible elements and" reaction "elements are most flexible and often appear ellipsis and displacement. There may be multiple plots in the same oral narrative composition, which are connected by the following, turning or causality. In the Chinese sample, nearly 1/3 of the narration contains two main plots, two plots are all connected by the CIS bearing relationship. Secondly, the individual English sample is single. The types and order of the story grammatical elements in the plot are also basically consistent with the story grammar model. The proportion of each element is more uniform, and the proportion of the elements is obviously higher than that of the other elements. The specific presentation of the elements is the same as the Chinese sample, and the highest frequency of use is still the "action class" statement. There are three types of variation, ellipsis and displacement, with the highest incidence of ellipsis. Nearly 1/2 of the English narrative samples contain two or even three major plots, and the plots are connected by the CIS or causality. Third, the narrative grammar features of the Chinese and English narrative samples show the narrative output of the English majors. There are similarities and differences in the use of a single plot and a number of plots. First, in terms of structure, the type and order of the story elements in the single plot of the Chinese and English narrative samples are all consistent with the story grammatical model, indicating that the story grammar model is fully embodied in the oral Chinese narrative and the learners' oral English narrates. The proportion of story elements, such as "starting events" and "attempts", has significant differences between Chinese and English samples. The proportion of "starting events" in English samples increases significantly, while the proportion of "try" elements has decreased significantly; the proportion of other elements has no significant difference. Three In the interview, two of the subjects showed that the core events were unfolded in Chinese narrative, and the grammatical elements were carried out in turn in English narration. In addition, some of the subjects thought that the possible reason was to plan the narrative structure before the oral English narrative was produced. Secondly, the statement of the elements in the Chinese and English narrative samples was stated in terms of the internal volume. There is no significant difference in the way that the subjects are affected by their mother tongue transfer in the process of English output. Again, the frequent use of ellipsis or repetition in the Chinese and English samples are all "background" elements and "reaction" elements, and the grammatical elements of the story are repeated in the English sample, and the frequency of ellipsis and displacement is obviously higher than that of the Chinese sample. The frequency of multiple plots in the same narrative in the English sample is obviously higher than the Chinese sample, and the connection between the plots is more complex. The possible explanation is that the cognitive load is heavier in the process of English output due to the limitation of the language level. The three subjects in the interview all show that in the English narrative, the ellipsis will be used. The results of this study have some teaching significance. On the one hand, the oral English practice of two language learners can start from the training of oral narrative composition, after all, narrative ability is one of the most basic skills in human language; on the other hand, teachers understand and class. The use of story grammar can cultivate students' ability of narrative discourse.

【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

【参考文献】