摘要
本研究从不同母语、不同水平以及不同文体三个视角分析了大学生语料库中的英语指示词的使用情况,发现中国学生过少使用大多数指示词this/these/those,但过多使用that;限定词修饰的名词短语表示情景所指的丰富度不够,语篇衔接力度不够;不同文体对指示词的使用有一定影响,指示词使用于说明文的频率高于记叙文和议论文;学习者语言水平对指示词的整体使用影响不大,但远指词that的使用随学习者水平提高而逐渐减少。指示词的使用受母语迁移、中介语内部因素、语言输入以及学习策略等综合因素影响。研究结果对教材编写与教学有一定的启示。
Based on the analysis of data from three corpora of different language backgrounds, writing styles and language proficiency, the study investigates how Chinese university students use demonstratives as cohesive devices in English writing. The findings show great underuse of most demonstratives but moderate overuse of that especially as demonstrative determiners by Chinese EFL learners; the results also indicate less richness and weaker effect of demonstrative nominal phrases in situation reference with regard to overall use of demonstratives by Chinese learners than the native counterparts. Different writing styles shape more use of demonstratives, especially proximals, in exposition than in argumentation and narration. No significant difference has been found in the results of general demonstrative use among different language proficiencies, despite the change in decreasing use of distal that especially as demonstrative pronouns with greater exposure to the native norm and learning. The underuse or overuse may be brought about by factors such as language transfer, developmental factors and learning strategies.
出处
《北京第二外国语学院学报》
2007年第10期27-33,共7页
Journal of Beijing International Studies University
关键词
指示词
语篇衔接
情景所指
demonstratives
cohesive device
situation reference
