基于語料庫(kù)的中國(guó)英語學(xué)習(xí)者話語標(biāo)記語I think的用法研究.pdf

1、上海交通大學(xué)碩士學(xué)位論文基于語料庫(kù)的中國(guó)英語學(xué)習(xí)者話語標(biāo)記語I think的用法研究姓名：王景麗申請(qǐng)學(xué)位級(jí)別：碩士專業(yè)：語言學(xué)及應(yīng)用語言學(xué)指導(dǎo)教師：吳勇20061201iiABSTRACT Discourse markers are one of the common language phenomena in discourse interpretation, which results in the understanding of

2、 an utterance or constrains the comprehension of a discourse. Linguists, in particular pragmatic linguists, make an extensive research on discourse markers, showing that discourse markers can assume various pragmatic fun

3、ctions. This dissertation is based on two corpora: London-Lund Corpus of Spoken English (LLC) and College Learners’ Spoken English Corpus (COLSEC). It makes a comparative study of the use of discourse marker I think in t

4、hese two kinds of corpora from the perspectives of the overall frequencies, collocations, positions, and especially pragmatic functions. The dissertation aims to explore the similarities and differences in the use of I t

5、hink between Chinese EFL learner and native speakers. It also aims to find out possible improvements that could be made for Chinese English learners in using I think. Adopting both quantitative and qualitative methods, t

6、his dissertation focuses on investigating the pragmatic functions of I think in two corpora. Native speakers mainly employ I think for turn-taking/holding or mitigating, while Chinese EFL learners may use I think for som

7、e other functions as well, such as upgrader, interrupting, self-repair and reformulation, listing, reasoning/illustrating, summarizing, etc. The writer tries to analyze the possible reasons underlying such misuses from t

8、he perspectives of pragmatic transfer, pragmatic overgeneralization and situational anxiety, which may provide some constructive pedagogical implications. KEY WORDS: discourse markers; I think; corpus; pragmatic functio