漢英中介語使用模式及其可理解性

前言

　　語言學博士在20世紀80年代還是鳳毛麟角，但隨著國家的不斷發(fā)展和富強、高等教育的飛速發(fā)展、學科建設(shè)的不斷提升，外國語言文學和語言學及應(yīng)用語言學的博士點在全國不斷涌現(xiàn)，培養(yǎng)的語言學博士越來越多。中國海洋大學出版社看到這個契機，決定向這些畢業(yè)的博士征稿，推出語言學博士文庫出版計劃，陸續(xù)出版學術(shù)水平高、寫作質(zhì)量好的博士論文。我認為這是極其明智之舉，將會對語言學基礎(chǔ)理論和應(yīng)用語言學理論的研究起到很大的推動作用?！　〔┦空撐某霭婧笸ǔ０磳Ｖ鴮Υ鳛閷Ｖ囊环N，也無可厚非。但博士論文與一般專著相比有它自己的特點。它更強調(diào)學術(shù)性，重點放在理論的創(chuàng)新上，以解決理論問題為主，而專著雖然必須是學術(shù)性很強的，但它還要考慮應(yīng)用性，例如，要考慮適合一定的讀者群，致力于解決當前社會上亟須解決的問題，或者在某個領(lǐng)域普及相關(guān)的理論知識等?！　膶W術(shù)的角度講，博士論文與其他著作相比有它的優(yōu)勢。首先，它的選題經(jīng)過嚴密的論證和討論，又有導師的指導，是學術(shù)界所關(guān)心的研究題目。第二，它研究的重點更加集中，要解決的理論問題更加明確，通常整個研究只圍繞一個論題展開。第三，它研究的方法更加明確和恰當，而且研究方法通常得到突出，從而使研究結(jié)果更具說服力和實證性。第四，也是最重要的一點，作者通常要傾三年之力，專心研究這個題目，這樣，他對相關(guān)的前沿理論和所使用的方法都會十分熟悉；同時他還要考慮專家提出的問題，對每個理論點進行反復研究、琢磨和探討，填補所有的漏洞，使論文從理論體系和體例上更加完善。另外，他要特別突出他的創(chuàng)新點，得出更有價值的結(jié)論等。

內(nèi)容概要

　　《漢英中介語使用模式及其可理解性：學術(shù)話語對比分析》從話語對比研究的視角，分析中國留美研究生微型學術(shù)講座話語組織節(jié)構(gòu)與可理解性的關(guān)系，并通過探討句法結(jié)構(gòu)揭示漢英中介語話語的一般模式。本研究發(fā)現(xiàn)：使用邊界輪與話語整體可理解性得分有顯著相關(guān)性，而句子結(jié)構(gòu)復雜性與后者卻未發(fā)現(xiàn)有顯著相關(guān)性。筆者認為語音語調(diào)及語法的準確性對話語整體可即解性得分有著不可忽視的作用。從句法使用模式看，漢英中介語句法結(jié)構(gòu)介于母語和目的語之間。由此筆者提出，英語教學需要注重幫助學生掌握不同語類的組織規(guī)范及不同句法結(jié)構(gòu)的功能。

書籍目錄

List of FiguresList of TablesChapter 1 IntroductionChapter 2 Overall Comprehensibility and Organizational Structure2.1 Introduction2.2 Previous Research2.3 Analytical Apparatus2.4 Methods2.4.1 Subjects2.4.2 Data2.5 Data Analysis and Results2.6 Discussion2.7 ConclusionChapter 3 Paratactic Versus Hypotactic Syntactic Structures3.1 Introduction3.2 Literature Review3.3 Methods3.4 Findings and Discussion3.4.1 Occurrences of Hypotactic Syntactic Structures3.4.2 Syntactic Complexity and Evaluation Scores3.5 ConclusionChapter 4 Preposed Versus Postposed of the Adverbial Clause4.1 Introduction4.2 Previous Research4.3 Methods4.3.1 Subjects4.3.2 Data Collection4.3.3 Transcribing Conventions4.4 Data Analysis4.4.1 Characteristics of the Adverbial Clause4.4.2 Theoretical Framework4.5 Findings and Discussion4.5.1 Findings and Discussion of the Chinese Data4.5.2 Comparison Between the Findings in Wang's Chinese Corpus and the Chinese Mini-lectures4.5.3 Findings and Discussion of the Chinese-English Data4.5.4 Comparison of the Adverbial Clause by Type and Position Across English， Chinese-English， and Chinese4.6 ConclusionChapter 5 Implications for Second/Foreign Language Teaching and Training5.1 Global Discourse Organization5.2 Local Discourse Organization5.3 ConclusionChapter 6 Conclusion and Further ResearchBibliographyAppendix A：Abbreviations used in Chinese examplesAppendix B：Transcribing conventions

章節(jié)摘錄

　　4.1 Introduction　　The investigation of subordinating clauses in the previous chapter has shownus that Chinese native speakers of English tend to produce fewer hypotacticsyntactic structures than English native speakers do in academic lecture dis-course. Among the three types of subordinating clauses， we have found thatoccurrences of complements per 1，000 words are highest with the adverbialclause closely following. The use of both of these far outnumbers that of rela-tive clauses. By comparing the structures of English complement and relativeclauses with their Chinese counterparts， we have found that similarities incomplement clauses and remarkable differences in relative clauses between thetwo languages could account for the high and low productions of the clausesrespectively. It is suggested that typological differences between the targetand first language， to some extent， affect target language use.　　Investigation of the use of one of the subordinating clauses——the adverbialclause in this chapter was motivated by two factors. First， Quirk， Green-baum， Leech， and Svartvic's （1985） authentic data show that the adverbialclause is normally and conventionally postposed whereas in Chinese it is（strictly） preposed （Zhao， 1968）. Second， previous research has found thatthe grammar rules are not always observed in either English or Chinese. Noresearch has been done on the adverbial clause in terms of its position in acomplex sentence in interlanguage. It is pedagogically interesting to explorehow second language users observe the rules in question. Do they generallyfollow the target language grammar rules or their first language rules in theirinterlanguage？ What is their tendency in positioning the adverbial clause in re- lation to the main clause？ 　　……

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