中国学习者英语书面语和口语中话语标记的使用情况

1、1中国学习者英语书面语和口语中中国学习者英语书面语和口语中话语标记的使用情况话语标记的使用情况许家金许家金中国外语教育研究中心2The Use of Discourse Markers in Chinese EFL Learners Written and Spoken EnglishXu JBeijing Foreign Studies University3DM extractionContentsDM use in NS EnglishDM use in CHN learners EnWhy DMs?Comparison of DM use4QUESTIONCORPUSRETRIVALI

2、NTERPRETAIONCL research process5Beads, necklace, and thread Gestalt 格式塔格式塔 The whole is bigger than the sum of parts. 6Beads, necklace, and thread Gestalt 格式塔格式塔 The whole is bigger than the sum of parts. 7Why discourse and why DMs? Knowledge (language) Declarative vs procedural 陈述性知识陈述性知识 vs 程序性知识程

3、序性知识 What vs how8Why discourse and why DMs? Referential vs relational 概念（客观的概念（客观的/抽象的）抽象的） vs 关系关系9Lexical orality in NS English speech Step 01 Wordlist and keyword list generation ICE-GB-Spoken 600,000 words The entire BNC World 100 m words icespvsbnc.kws英语口语的词汇特征英语口语的词汇特征10Lexical orality in NS E

4、nglish speech Step 01 Wordlist and keyword list generation ICE-GB-Spoken 600,000 words The entire BNC World 100 m words icespvsbnc.kws英语口语的词汇特征英语口语的词汇特征11Lexical orality in NS English speech Step 02 Collocational behavior of the key keywords in ICE-GB-Spoken Concord-file-based search-Compute-Cluster

5、 1-3 word clusters DM search word (SW) list英语口语的词汇特征英语口语的词汇特征12Taxonomy of DMs Filled pause: Hesitation markers -cognitive constraints Attracting attention or starting a new topic Ending conversation 中国学生很不善于开启、延续话题方便的中国学生很不善于开启、延续话题方便的discourse技巧技巧 老师教了老师教了Ive got to go now.13自然话语过程示意图主体间空间认知空间话语空间

6、认知空间话语使用者1话语使用者214话语空间话语空间认知空间1认知空间2主体间空间15特特征征音韵音韵特征特征1、不重读，相对于邻近的音节往往弱读；、不重读，相对于邻近的音节往往弱读；2、话语标记前后通常有可感知的停延；、话语标记前后通常有可感知的停延；3、常常单独构成韵律单位；、常常单独构成韵律单位；语义语义特征特征 没有或者较少含有概念意义。没有或者较少含有概念意义。结构结构特征特征1、句法上难以归入某一类别；、句法上难以归入某一类别；2、不是句法上的必要成分，往往是可以取消、不是句法上的必要成分，往往是可以取消的。但就现场即席的互动话语而言，当某的。但就现场即席的互动话语而言，当某些些D

7、M单独构成话轮时，则不可取消；单独构成话轮时，则不可取消；3、在话语中的位置较为灵活，可出现在话轮、在话语中的位置较为灵活，可出现在话轮（或韵律单位或韵律单位）的开始、中间或末尾；的开始、中间或末尾；16功能功能1 1、示意话轮、示意话轮（或韵律单位或韵律单位）的开始、的开始、延续、转换、结束等；延续、转换、结束等；2 2、可以表达和暗示说话人的态度；、可以表达和暗示说话人的态度；3 3、可以帮助促成会话双方的互动；、可以帮助促成会话双方的互动；4 4、提示话题或者信息焦点。、提示话题或者信息焦点。17My version of DMs Continuum perspective Cognit

8、ive constraints uh, um etc Interpersonal ties well, you see Textual hinges or joints connectives18My version of DMs Continuum perspectiveuh well/you see/I mean and/so/but19Discourse marker Search Words Step 03 Plain text file of discourse markers Step 04 File-based search with discmark.txt in SECCL

9、File-based search with discmark.txt in ICE-GB-Spoken20Contrastive study of DMs between SECCL and ICE-GB-SP Step 05 Keywords or Chi-square test in SPSS Step 06 Interpretation and analysis Implications for pedagogy Touchstone I mean etc21A quick summary Introducing DMs How DMs stand out of English spe

10、ech22Other aspects of corpus-based discourse-pragmatic research Expressions of gratitude Speech act Genre analysis Code-switching Repair Kennedy Page 176ff Discourse items23Other aspects of corpus-based discourse-pragmatic research Information structure-Given-Accessible-New-Topic-Comment (B-S) Color metaphor (CA) Red Discourse management chunks Chinese learners translation of clausal relations Teachers prosody as a constructional element of classroom interaction24Thank you!25Discouse_NN1 mark