摘要
本研究以话语补全测试为工具,考察了英语专业低年级和高年级学生抱怨语的习得差异。研究表明,两组学生抱怨语语义成分产出没有显著性差异;在句法层面,高年级学生更多地使用持续体标记结构、咨询结构和反问句;在词汇层面,低年级学生非常明显地过少使用迟疑语、降责语和模糊语;在话语组织模式上具体表现为高年级学生更多地使用赞扬语、巧诱语、致谢语和呼证语。文章进一步指出关于中国英语学习者语用教学的研究不应该仅仅停留在语用可教性问题的探讨上,而是进一步推进到"如何教、怎么教"以及"教学效果怎么样"的研究上来。
The present study examines the difference of complaints acquisition between low-proficiency and high-proficiency English majors through the discourse completion test. Results show that （1） there is no significance difference between two groups in the productions of semantic components of complaints; （2） significant differences are revealed both at syntactical and lexical level. Syntactically, senior students are more likely to choose durative aspect marker, consultative device and rhetorical questions; lexically, junior students is least likely to employ hesitators, minus eommitors and hedges ; （3） significant differences are found at the level of discourse organization patterns both in pre- moves and post-moves, with senior students＇ high frequent use of sweeteners, cajolers, thanking and appealers. It further proposes that the study of pragmatic teaching should move into the exploration of how to teach and how to measure the pragmatic teaching effect, instead of mere discussions on pragmatic teachability.
出处
《北京第二外国语学院学报》
2012年第4期13-20,共8页
Journal of Beijing International Studies University
基金
江苏省高校"‘青蓝工程’资助"项目(苏教师〔2010〕27号)
南京大学"985工程"三期改革型项目"当代西方语言学前沿理论研究与应用探索"(NJU985JD05)
江苏高校优势学科建设工程资助项目
关键词
抱怨语
语义成分
句法词汇手段
话语组织模式
complaints
semantic components
syntactical and lexical device
discourse organization patterns
