中國(guó)學(xué)習(xí)者英語(yǔ)書(shū)面語(yǔ)和口語(yǔ)中話語(yǔ)標(biāo)記的使用情況

1、2021/4/21中國(guó)學(xué)習(xí)者英語(yǔ)書(shū)面語(yǔ)和口語(yǔ)中中國(guó)學(xué)習(xí)者英語(yǔ)書(shū)面語(yǔ)和口語(yǔ)中話語(yǔ)標(biāo)記的使用情況話語(yǔ)標(biāo)記的使用情況許家金許家金中國(guó)外語(yǔ)教育研究中心2021/4/22The Use of Discourse Markers in Chinese EFL Learners Written and Spoken EnglishXu JBeijing Foreign Studies University2021/4/23DM extractionContentsDM use in NS EnglishDM use in CHN learners EnWhy DMs?Comparison of DM use

2、2021/4/24QUESTIONCORPUSRETRIVALINTERPRETAIONCL research process2021/4/25Beads, necklace, and thread Gestalt 格式塔格式塔 The whole is bigger than the sum of parts. 2021/4/26Beads, necklace, and thread Gestalt 格式塔格式塔 The whole is bigger than the sum of parts. 2021/4/27Why discourse and why DMs? Knowledge (

3、language) Declarative vs procedural 陳述性知識(shí)陳述性知識(shí) vs 程序性知識(shí)程序性知識(shí) What vs how2021/4/28Why discourse and why DMs? Referential vs relational 概念（客觀的概念（客觀的/抽象的）抽象的） vs 關(guān)系關(guān)系2021/4/29Lexical orality in NS English speech Step 01 Wordlist and keyword list generation ICE-GB-Spoken 600,000 words The entire BNC Wor

4、ld 100 m words icespvsbnc.kws英語(yǔ)口語(yǔ)的詞匯特征英語(yǔ)口語(yǔ)的詞匯特征2021/4/210Lexical 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英語(yǔ)口語(yǔ)的詞匯特征英語(yǔ)口語(yǔ)的詞匯特征2021/4/211Lexical orality in NS English speech Step 02 Collocational

5、 behavior of the key keywords in ICE-GB-Spoken Concord-file-based search-Compute-Cluster 1-3 word clusters DM search word (SW) list英語(yǔ)口語(yǔ)的詞匯特征英語(yǔ)口語(yǔ)的詞匯特征2021/4/212Taxonomy of DMs Filled pause: Hesitation markers -cognitive constraints Attracting attention or starting a new topic Ending conversation 中國(guó)學(xué)生

6、很不善于開(kāi)啟、延續(xù)話題方便的中國(guó)學(xué)生很不善于開(kāi)啟、延續(xù)話題方便的discourse技巧技巧 老師教了老師教了Ive got to go now.2021/4/213自然話語(yǔ)過(guò)程示意圖主體間空間認(rèn)知空間話語(yǔ)空間認(rèn)知空間話語(yǔ)使用者1話語(yǔ)使用者22021/4/214話語(yǔ)空間話語(yǔ)空間認(rèn)知空間1認(rèn)知空間2主體間空間2021/4/215特特征征音韻音韻特征特征1、不重讀，相對(duì)于鄰近的音節(jié)往往弱讀；、不重讀，相對(duì)于鄰近的音節(jié)往往弱讀；2、話語(yǔ)標(biāo)記前后通常有可感知的停延；、話語(yǔ)標(biāo)記前后通常有可感知的停延；3、常常單獨(dú)構(gòu)成韻律單位；、常常單獨(dú)構(gòu)成韻律單位；語(yǔ)義語(yǔ)義特征特征 沒(méi)有或者較少含有概念意義。沒(méi)有或者較少

7、含有概念意義。結(jié)構(gòu)結(jié)構(gòu)特征特征1、句法上難以歸入某一類別；、句法上難以歸入某一類別；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。但就現(xiàn)場(chǎng)即席的互動(dòng)話語(yǔ)而言，當(dāng)某的。但就現(xiàn)場(chǎng)即席的互動(dòng)話語(yǔ)而言，當(dāng)某些些DM單獨(dú)構(gòu)成話輪時(shí)，則不可取消；單獨(dú)構(gòu)成話輪時(shí)，則不可取消；3、在話語(yǔ)中的位置較為靈活，可出現(xiàn)在話輪、在話語(yǔ)中的位置較為靈活，可出現(xiàn)在話輪（或韻律單位或韻律單位）的開(kāi)始、中間或末尾；的開(kāi)始、中間或末尾；2021/4/216功能功能1 1、示意話輪、示意話輪（或韻律單位或韻律單位）的開(kāi)始、的開(kāi)始、延續(xù)、轉(zhuǎn)換、結(jié)束等；延續(xù)、轉(zhuǎn)換、結(jié)束等；2 2、可以表達(dá)和暗示說(shuō)話

8、人的態(tài)度；、可以表達(dá)和暗示說(shuō)話人的態(tài)度；3 3、可以幫助促成會(huì)話雙方的互動(dòng)；、可以幫助促成會(huì)話雙方的互動(dòng)；4 4、提示話題或者信息焦點(diǎn)。、提示話題或者信息焦點(diǎn)。2021/4/217My version of DMs Continuum perspective Cognitive constraints uh, um etc Interpersonal ties well, you see Textual hinges or joints connectives2021/4/218My version of DMs Continuum perspectiveuh well/you see/I m

9、ean and/so/but2021/4/219Discourse marker Search Words Step 03 Plain text file of discourse markers Step 04 File-based search with discmark.txt in SECCL File-based search with discmark.txt in ICE-GB-Spoken2021/4/220Contrastive study of DMs between SECCL and ICE-GB-SP Step 05 Keywords or Chi-square te

10、st in SPSS Step 06 Interpretation and analysis Implications for pedagogy Touchstone I mean etc2021/4/221A quick summary Introducing DMs How DMs stand out of English speech2021/4/222Other aspects of corpus-based discourse-pragmatic research Expressions of gratitude Speech act Genre analysis Code-swit

11、ching Repair Kennedy Page 176ff Discourse items2021/4/223Other 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 interaction2021/4/224Thank you!2021/4/225Discouse_NN1 mark