应用语言学学术语篇四词词块对比研究

发布时间：2018-01-04 20:31

  本文关键词：应用语言学学术语篇四词词块对比研究　出处：《江西师范大学》2015年硕士论文　论文类型：学位论文

  更多相关文章： 词块 学术论文 结构类型 功能词块

【摘要】：近年来多词单位受到了国内外学者的广泛关注,大量研究表明语言是由多词单位构成的,习得多词单位能够帮助二语学习者促进语言的流利性和地道性。一种在特定语体中重现频率高且形式固定的多词单位被称为词块。许多语料库研究表明“词块是文本中的重要建构砖块,能区分语体特征”。国外研究关注了学术文本中的词块,包括不同学科间学术文本的词块使用和本族语学生、学术专家与二语学习者之间词块使用的对比。然而,国内的研究大多关注本科生水平在限时作文写作中的词块使用情况,缺乏对高水平的学术文本中的词块研究。本研究旨在对比中国英语专业硕士研究生应用语言学硕士论文与同学科国际核心期刊的专家论文的四词词块使用情况。本研究自建两个语料库,分别为专家研究论文语料库和学习者硕士论文语料库。首先考察了两个语料库中词块总量和频率分布,以及学习者和专家使用相同的词块与不同的词块的情况,然后分别从结构和功能两个角度来对比两组词块的特征。研究结果如下:专家论文语料库中符合预设标准的词块比学习者学位论文词块多16%,其中20.21%(38个)的词块为两个语料库共享,81.91%(154个)的词块不被两个语料库共享。学习者在模糊限制语和被动语态结构的使用上存在着明显的不足,而学习者单独使用的词块表现出了口语式的风格,如that is to say。根据Biber et al.(1991)的结构分类,所有词块中共总结出了16种结构类型,可概括为5种主要结构。两组学术写作者使用的词块中名词类词块最多,接下来依次是介词类词块,动词类词块,小句类词块和其它类。然而次结构类型对比表明两组的词块结构类型使用有所差异,学习者更少地使用了带其它后置修饰语(即不带of片段)的名词类词块、其它名词词组、一些介词类固定框架如“in/on/at+the+Noun of”;然而学习者更多地使用了在口语语域中更为常见的结构类型,即“Personal pronoun+lexical VP fragment”和“VP with active verb”。根据Hyland(2008a)的功能框架,学习者在主要功能词块使用分布上与专家没有显著差异,两个语料库中使用最多的两类是导向研究词块和导向文本词块,两类加起来比例达到将近90%,而导向参与者词块在两个语料库中都只占12%左右。然而,从次功能角度来看两组学术写作者存在许多差异。相比学术专家写作者,学习者使用较少的功能词块包括位置词块(尤其是指代时间的词块)、结果词块和立场词块,而学习者使用较多的功能词块有描述词块、过渡词块、结构词块和互动词块。导致这些差异的原因可能包括以下几个:(1)某组写作者在某类功能词块中的重合词块较多;(2)某些功能词块的使用情况受到其对应的实现形式即结构类型的使用情况的影响;(3)学习者由于文化和教育环境的影响过多使用某类词块或者避免使用其它类词块。总之,本研究表明中国英语专业硕士研究生在应用语言学学术写作中使用的词块在总数和频率与专家写作者有所不同,在某些词块结构和功能上与学术专家写作者有所差异。学习者应该特别注意规范学术论文的词块使用特征。学术写作教学也应该重视显性的词块教学。
[Abstract]:In recent years the word has attracted the attention of scholars at home and abroad, a large number of studies show that language is composed of multi word units, the acquisition of multi word units to help two language learners to promote fluent and idiomatic language. A high recurrence rate and the fixed form of multi word units called chunks in a specific style. Many studies show that lexical corpus is an important text in the construction of brick, can distinguish the stylistic features. The foreign research focus of the lexical chunks in academic texts, including the Department of academic texts between lexical chunks and native students different chunk using contrast between academic experts and two language learners. However, the domestic research mainly focus on undergraduate level in limited writing in lexical chunks, lack of lexical chunks in academic texts on the high level. The purpose of this study is to China English major graduate students compared Four words use expert master's thesis papers and applied linguistics, international students core journals. This study built two corpora, respectively for expert research papers corpus and learner corpus. Master thesis first examines two corpora of lexical chunks and the total frequency distribution, using the same lexical chunks and different words block the situation as well as the learners and experts, and then to block features between two groups of words from two angles of structure and function. The results are as follows: the corpus of experts in accord with a preset standard lexical chunks than learners dissertations chunks of more than 16%, of which 20.21% (38) of the two word block corpus share (154), 81.91% of the lexical chunks are not two corpora sharing. Learners are obvious shortcomings in the use of hedges and passive structure, and the learner alone chunk shows Speaking style, such as that is to say. Biber et al. (1991) according to the classification of lexical chunks of the structure, all summed up the 16 types of structure, can be divided into 5 main structures. Two groups of academic writers use lexical chunks in noun class most, followed by the introduction of lexical chunks lexical category, verb chunks, small sentence chunks and other classes. However, contrast structure shows that the type structure of the two groups using lexical differences, learners use less with other postmodifier (i.e. without of fragment) of the noun chunks, other noun phrases, some kind of preposition the fixed frame such as "in/on/at+the+Noun of"; however, learners use more as more common structure types in the oral register, namely "Personal pronoun+lexical VP fragment" and "VP with active verb Hyland (2008a). According to the functional framework, learners in the main function The use of lexical chunks and the expert distribution had no significant difference, the two corpora used mostly in the two category is the orientation research of lexical chunks and text oriented chunks, two combined ratio reached nearly 90%, and guide participants of lexical chunks in two corpora are only about 12%. However, from the perspective of function two group of academic writer, there are many differences. Compared to the academic expert writers, function of learners chunk using fewer lexical chunks including position (especially a chunk generation time), the position of lexical chunks and lexical chunks, and learners use more lexical chunks function description, transitional words block structure the lexical chunks and interaction. The causes of these differences may include the following: (1) a group of writers in a class of functional words in the block word overlap block more; (2) some of the features of lexical chunks by using the form structure types of the corresponding The effect of learners; (3) due to the influence of cultural and educational environment for the excessive use of certain types of lexical chunks or avoid the use of other types of lexical chunks. In conclusion, this study shows that China English Major Postgraduates in Applied Linguistics in academic writing and the total number of lexical chunks in frequency and expert writers differ in some lexical structure and function and academic expert writers vary. Learners should pay special attention to the use of lexical chunks of standard academic papers. Lexical chunks in the teaching of academic writing teaching should also pay attention to the dominant.

【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H05
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本文编号：1379995