中国英语专业学习者议论文写作中句法复杂性变化研究

发布时间：2018-05-26 21:20

本文选题：句法复杂性 + 子句成分　；参考：《西南交通大学》2017年硕士论文

【摘要】：句法复杂性,又称句法成熟性,指语言产出形式的复杂度和变化幅度(Ortega 2003:492),是衡量第二语言写作质量的一种重要手段(Scotts1995;Otega2003)。句法复杂性研究最常用的测量指标分别为单位长度和子句密度。其中,从句对提高单位长度和子句密度有重要的作用,也历来是句法复杂性研究的焦点。然而,Biber等(2011)在研究句法复杂性时发现,从句虽然能够增加T单位长度,但往往具有口语体的特征,处于句法复杂性发展的初级阶段。本文主要依据Biber等(2011)提出的新的句法复杂性发展次序表,从定量分析的角度,按照年级横向研究中国英语学习者议论文写作中句法复杂性的变化特点。研究问题包括:1)从子句成分和名词词组成分两个角度,英语专业各年级学生写作的句法复杂性指标有何种变化?2)与本族语者相比,中国英语专业学生的写作句法复杂性指标存在何种差异?英语专业学生的写作语料选自《中国学习者英语笔语语料库》(WECCL),共选取了 200篇同题的议论文,每年级各50篇。此外,40篇英语国家大学生的写作语料选自《朗漫英语本族学习者语料库》(LOCNESS)。依据口语体(Conversational),叙事语体(Fictional)和书面语体(Academic)语体特征以及子句成分和名词词组成分句型(Biber et al 2011)两个角度,本研究共选取了 20个句法复杂性考察指标。本研究有以下结果:1)口语体指标的变化:a)在子句成分句型中,宾语从句和状语从句随着年级的增长成线性下降,而"常用动词+非限定性补语从句"和"副词做状语"在四个年级中没有显著差异。与本族语者相比,大一年级使用更多的宾语从句,存在显著性差异。在状语从句的使用以及常用动词+非限定性补语从句上,英语专业学生的使用情况显著高于本族语者,而在副词作状语的使用上,两者没有显著差异。b)在名词词组成分句型中,形容词作前置修饰语随年级成线性增长。其中大二至大三增长最为显著。与本族语者比较后发现,大四学生在该指标的使用上与本族语者相当。总体而言,低年级英语学习者使用更多的口语体指标。2)叙事语体指标的变化:a)在子句成分句型中,4个年级的英语学习者在形容词引导的补语从句以及动词引导的非限定性补语从句两个指标上没有显著差异,而在介词短语作状语指标上,大一和大四存在显著差异。与本族语者相比,英语学习者使用更多的介词短语作状语,存在显著差异。b)名词词组成分中,4个年级的定语从句使用相当,但显著低于本族语者的使用频率。而在名词/所有格名词作前置定语的使用上,大三大四学生使用较多且显著高于大一大二学生以及本族语者。of/表示地点和具体含义的介词短语作名词词组后置修饰语的使用随年级成增长趋势,但仍低于本族语者使用频率,存在显著差异。3)书面语体指标的变化:a)子句成分句型中,英语学习者在形容词引导的非限定性补语从句的使用上没有显著变化,与本族语者相比,也不存在显著差异。在指标带有it形式主语的限定性和非限定性补语从句的使用上,英语学习者使用相当,显著高于本族语者。在副词短语的使用上,大三大四学生高于大一大二学生,且与本族语者无显著差异。英语学习者以及本族语者在名词性动词短语的使用频率无显著差异。b)在名词词组成分句型中,在非限定性关系从句使用上,大三大四的英语学习者与本族语者无显著差异,高于大一学生。在形容词+名词/副词+形容词作前置修饰语使用上,使用频率随年级增长,高年级与低年级存在显著差异,本族语者相当。在抽象含义的介词短语作后置修饰语以及介词+非限定性补语从句作后置修饰语的使用上,本族语者与英语学习者都无显著差异。而在同位语短语/从句的使用上,大三大四学生与本族语者表现相当,且高于大一大二学生。总体而言,高年级学生使用更多的书面语指标。该研究对大学英语学习和教学的意义:首先,在大一大二阶段,学生句法发展变化较快,教师应当充分利用这段时间,加强句法复杂性程度高的叙事和书面语体句法使用和联系,鼓励学生在写作过程中使用多样的正式的句式。其次,中国学生的定语从句使用显著低于英语本族语者,中国学生欠缺应用名词词组复杂性的意识,因此在教学过程中,除了加强定语从句的训练,教师更应当帮助学生树立名词词组复杂性的意识。
[Abstract]:Syntactic complexity, also called syntactic maturity, refers to the complexity and amplitude of language output (Ortega 2003:492). It is an important means to measure the quality of second language writing (Scotts1995; Otega2003). The most commonly used measurement indexes in the study of syntactic complexity are the single bit length and the clause density. And the clause density has an important role and has always been the focus of the study of syntactic complexity. However, Biber (2011), in the study of syntactic complexity, finds that, although the clause can increase the length of T unit, it often has the characteristics of the colloquial body and is in the primary stage of the development of the syntactic complexity. This paper is based on the new sentence based on Biber (2011). From the perspective of quantitative analysis, from the perspective of quantitative analysis, the change characteristics of syntactic complexity in Chinese English learners' Argumentative Writing are studied horizontally. The research questions include: 1) from the two angles of the clause component and the noun phrase composition, what are the changes in the syntactic complexity of the English Majors' writing? 2) What are the differences in the composition of the writing syntactic complexity of Chinese English majors? The writing materials of English majors are selected from the Chinese learner's English Corpus (WECCL), and there are 200 articles on the same topic and 50 in each grade. In addition, the writing materials of 40 English students are selected from Langman English. LOCNESS. Based on the two aspects of the oral body (Conversational), the narrative style (Fictional) and the written body (Academic), the clause composition and the noun phrase composition sentence pattern (Biber et al 2011), this study selected 20 syntactic complexity indicators. The following results are: 1) oral English A) in the sentence composition of the clause, the object clause and adverbial clause have a linear decline with the growth of grade, while the "common verb + non restrictive complement clause" and "Adverb adverb" have no significant difference in the four grades. Compared with the native speakers, the older first grade uses more object clauses, and there are significant differences. The use of sentences and the common verb + non restrictive clause, the use of English majors is significantly higher than the native speakers, but there is no significant difference between the adverb adverbials and the adverb.B). In the noun phrase composition sentence pattern, the adjective modifier is linearly increased with the grade. In comparison with the native speakers, it is found that the senior four students are the same as those of the native speakers. In general, the lower grade English learners use more oral body index.2) the change of the narrative style index: a) in the sentence composition of the clause, the 4 grades of English learners are guided by adjectives and the verb guidance. There are no significant differences between the two indexes of the non restrictive complement clause, while in the prepositional phrases as adverbial indicators, there are significant differences between the first and the senior. Compared with the native speakers, English learners use more prepositional phrases as adverbials, and there are significant differences in.B). In the noun phrases, the 4 grades of attributive clauses are equivalent, but significantly lower. In the use of native speakers, the use of nouns / possessive nouns as prepositional phrases, the use of prepositional phrases as the prepositional phrases of the prepositional phrases, which are more than the big one, and the prepositional phrases of the native speakers.Of/, as well as the native speakers, as a prepositional phrase, is still lower than the native language. The use of frequency, there is a significant difference in.3) the change of the written language index: a) in the sentence composition of the clause, the English learners have no significant changes in the use of the adjectives guided non restrictive complements, and there are no significant differences compared with those of the native speakers. In the index, the restrictive and non restrictive complement clause with the subject of the form of it is in the index. In use, English learners use the equivalent, significantly higher than the native speakers. In the use of adverb phrases, the third senior and fourth students are higher than the older one, and there is no significant difference from the native speakers. There is no significant difference in the frequency of the use of noun verb phrases between the English learners and the native speakers.B) in the noun phrase composition sentence pattern, in the non limit. In the use of qualitative relation clauses, there is no significant difference between English learners and native speakers, higher than freshmen. In the use of adjectives + noun / adverb + adjectives as premodifiers, the use frequency increases with grade, and there are significant differences between the senior and the lower grades. The native speakers are equivalent to the prepositional phrases in the abstract meaning. There is no significant difference between the native speakers and the English learners in the use of the modifier and the preposition plus the non restrictive complements. In the use of the appositive phrase / clause, the senior three senior students are similar to those of the native speakers and are higher than the older sophomores. In general, the senior students use more written language indicators. The significance of the study on College English learning and teaching: first, in the first big second stage, students' syntactic development changes quickly. Teachers should make full use of this time, strengthen the narrative and written syntactic use and connection of high syntactic complexity, encourage students to use various formal sentences in the process of writing. Secondly, China The use of the attributive clauses of the students is significantly lower than those of the native speakers. The Chinese students lack the awareness of the complexity of the noun phrases. In the course of teaching, in addition to strengthening the training of the attributive clauses, the teachers should help the students to establish the consciousness of the complexity of the noun phrases.
【学位授予单位】：西南交通大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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