高校学生英语议论文中话语标记语的语用研究

话语标记语为话语理解提供信息标记,增强话语的连贯性和关联性,实施认知语用制约。文章在调查的基础上主要对中国高校非英语专业学生英语议论文中话语标记语的使用情况及其影响因素进行研究。     

英语话语标记语的功能与作用

话语标记语是英语口语交际中十分常见的话语现象,在不同语言层面上起着不可替代的作用。熟练运用各类话语标记语可以使学生增强中西方文化对比意识,逐步接近英语母语者的语言习惯和心理文化特征,具备良好的语感、语言直觉和一种语言生成转换的能力,恰当得体地与他人交流沟通,提高交际效果和口语表达的整体水平。     

口译话语标记语的元语用解读

Verschueren语言顺应性论认为人们使用语言的过程就是不断适应语境、适应语言结构的过程,话语标记语作为元语用指示语的一种,从不同的侧面反映了说话人的顺应意识,这种顺应意识就是说话人的元语用意识。口译活动中的不同的话语标记语体现不同的元语用意识,具备不同的语用功能,灵活掌握不同的话语标记语有助于提高口译活动的质量。     

Effect of argumentative goals in the quality of argumentative dialogue and written argumentation / Efecto de la consigna argumentativa en la calidad del diálogo argumentativo y de la argumentación escrita

The inclusion of argumentative practices in classrooms as an epistemic tool to foster learning and reasoning has become widespread. However, studies on argumentation show that not all kinds of argumentation are equally effective in fostering this potential, and that argumentative goals are determining factors in the argumentative discourse — in particular, persuasive and deliberative goals, the latter posited as being the ones with the greatest epistemic potential. Eighty students in the Master in Secondary Teacher Training took up positions on an energy dilemma and wrote two argumentative texts, before and after a dialogue with a classmate who defended the opposite thesis. Of the total of 40 dyads, 21 conversed with a persuasive goal and 19 with a deliberative goal. The results show that the dialogue had a positive effect on the argumentative quality under both conditions. However, in the consensus group, the bias of the post-text diminished while meta-statements and counterarguments increased. A case study of one dyad under each condition illustrates these differences.     

从态度系统和互文性定位来分析一段对话的言语特色

本文运用评价系统下的态度子系统及互文性定位的理论,对截选自一档美国脱口秀节目Larry King Live节目中的一段对话进行分析,在这段对话语篇中,说话人如何通过评价资源去构建人际意义,如何在语言中体现赋值语义和个人立场,是本文所要解决的主要问题。     

对中国英语学习者在议论文写作中使用连词和连接副词情况的研究

本研究关注中国英语学习者在英语议论文写作中使用连词和连接副词的情况,研究基于“中国学生英语1：7笔语语料库”（SWECCL）和研究者自己建立的一个小型英语母语者参照语料库。参考Halliday＆Hasanf1976）对连接副词的分类和Crystal（1996）对连词的描述,研究者把研究对象确定为and—moreover（并列关系）,but—however（转折关系）,和so—therefore（因果关系）三组连接词。比较不同水平的学习者之间以及和母语者之间使用连接词的语境的差异。通过分析数据,研究者发现了中国英语学习者使用连词和连接副词的一些特点和问题,并且有针对性地提出了一些建议。     

Do Educators See and Honor Biliteracy and Bidialectalism in African American Language Speakers? Apprehensions and Reflections of Two Grandparents/Professional Educators

Educators often do not recognize biliteracy and bidialectalism in African American Language (AAL) speakers. Chronicling the experiences of twin four/five-year old AAL and emergent Standard English speakers, we discuss the importance of recognizing and building on the routines and identities of African American children and families. We present three strategies for supporting the learning of African American children who are biliterate and bidialectal. Using the academic literature which illustrates African American children’s communicative virtuosity as a backdrop, we use language samples from twin AAL-speakers to illustrate key points. Emphasis is placed on the importance of building on African American children’s communication styles in classrooms and helping them to negotiate and move between two different discourse communities for both oral and written language.     

Dialogical argumentation in elementary science classrooms

To understand students’ argumentation abilities, there have been practices that focus on counting and analyzing argumentation schemes such as claim, evidence, warrant, backing, and rebuttal. This analytic approach does not address the dynamics of epistemic criteria of children’s reasoning and decision-making in dialogical situations. The common approach also does not address the practice of argumentation in lower elementary grades (K–3) because these children do not master the structure of argumentation and, therefore, are considered not ready for processing argumentative discourse. There is thus little research focusing on lower elementary school students’ argumentation in school science. This study, drawing on the societal-historical approach by L. S. Vygotsky, explored children’s argumentation as social relations by investigating the genesis of evidence-related practices (especially burden of proof) in second- and third-grade children. The findings show (a) students’ capacity for connecting claim and evidence/responding to the burden of proof and critical move varies and (b) that teachers play a significant role to emphasize the importance of evidence but experience difficulties removing children’s favored ideas during the turn taking of argumentative dialogue. The findings on the nature of dialogical reasoning and teacher’s role provide further insights about discussions on pedagogical approaches to children’s reasoning and argumentation.     

话语标记语的认知语用功能分析

话语标记语是说话人为了引导和制约听话人正确理解话语而选择的语言标记。这一语言现象作为一种制约手段在话语生成、话语理解和话语连贯性方面都发挥了作用。     

Study on the use of the High-Frequency AND BUT OR in Chinese English Learners' Argumentative Essays Based on Self-built Corpus

Writing skill is essential in English learning.The present thesis makes an attempt to explore the universal features of English coordinators in argumentative essays of the students in Pre-departure Training Department of BLCU.This is accomplished by conducting a contrastive analysis between the native speaker corpus and a self-built corpus based on the computerized corpora and database software tools.It will also find the difference and the degree of difference between the two corpora.And,it will be detecting the problems behind these performances and the relevant causes,while offering some corresponding solutions from the qualitative perspective.The study turns out that the Chinese English learners "misuse"and "overuse" English coordinators to a certain extent in the writing of argumentative essays compared with the native English speakers,which is mainly attributed to such factors as:language transfer,overgeneralization,the lack of the awareness of stylistic and different ways of thinking between eastern and western people.     

中国英语学习者犹豫型标记语的语用石化现象

本文以 MICASE 的口语讨论部分为参照语料库,对比分析 COLSEC 语料库和自建的研究生口语语料库( GSSC),分析了犹豫型标记语的类别、差异以及学习者潜在的语用石化倾向。本研究揭示出( 1) 中国英语学习者多用无声停顿和重复表述来表示犹豫和话语空缺,而本族语使用者用小词来延缓话语的情形比较常见; ( 2) 在部分小词的使用上,中国英语学习者存在语用石化倾向 在教学中如何引导学生正确认识犹豫型话语并使用何种犹豫型话语来维系话语连贯至关重要。     

主位推进模式在对外汉语议论文阅读中的应用

运用主位推进模式,分析对外汉语教材中的议论文篇目,探讨主位推进模式与篇章结构的关系及议论文语篇展开规律,从而指导留学生汉语议论文阅读教学。     

Investigating the Impact of Contrasting Paradigms of Knowledge on the Emancipatory Aims of Gallery Programmes for Young People

Within an emerging philosophy of contemporary gallery education, new pedagogies are required to meet the demands of looking at art, with increasingly varied constituent groups. Strategies that aim to empower young learners come from an ideological framework in which knowledge is negotiated and local significances are produced conversationally by learners and facilitators. Tension exists between the ideological position and the role of the gallery as ‘expert’: this conflict creates ambivalence towards the learner. The discourse of the ‘expert’ and the discourse of ‘local negotiation’ employ different pedagogic strategies, creating tension in the ways in which knowledge is reproduced for the visitor and participant. This article explores interrogatory pilot work with young people at Tate Modern. I use a hermeneutical approach to explore the interpretive roles of facilitator and participant when language‐based strategies are used to look at art. This research aims to construct a pedagogy that enables young people to learn about art in ways that take account of their situation as learners.     

The Effect of Task Instructions on Students’ Use of Repetition in Argumentative Discourse

The reasoning belief of argumentum ad nauseam assumes that when someone repeats something often enough, he or she becomes more convincing. The present paper analyses the use of this strategy by seventh-grade students in an argumentation task. Sixty-five students (mean age: 12.2, SD?=?0.4) from a public school in a mid-sized urban environment took part in the study. The students were asked to either argue to convince an opposing partner or argue to reach consensus with an opposing partner on three dilemmas that dealt with energy sources. Data were gathered according to a between-groups design that included one independent variable (argumentative goal: to convince vs. to reach consensus) and one dependent variable (the degree of argumentative repetitions). We predicted that in the condition to convince their partner, the students would use the repetition strategy more often in their attempts to be persuasive. Our findings show that the mean number of argumentative repetitions was significantly higher for the persuasion group for both of the most frequent argumentative structures (claim and claim data). The mean percentage of repeated claims for the persuasion condition was 86.2 vs. 69.0 for the consensus condition. For the claim data, the mean percentage for the persuasion group was 35.2 vs. 24.3 for the consensus group. Also, students in the persuasion group tended to repeat one idea many times rather than repeating many ideas a few times within the same argumentative structure. The results of our study support the hypothesis that the goal of the argumentative task mediates argumentative discourse and, more concretely, the rate of repetitions and the conceptual diversity of the statements. These differences in rates of repetition and conceptual diversity are related to the amount of learning produced by the instructional goal. We apply Mercer's idea that not all classroom argumentation tasks promote learning equally.     

从话语标志语角度看教师话语交际性和学生中介语关系

近年来,在大学英语课堂中,提高教师话语交际性成为一种趋势,教师话语是否应该以交际性为目标和导向,以及交际性的强弱与否对于学生中介语状况的影响为正为负等问题将在这里进行探讨。通过对六个自然教学班采集教师和学生的语料,对于其中的话语标志语的意义和功能进行分析,分析数据表明,交际性交流过强对学生中介语会带来负面影响,而无用性话语标志语有助于减少中介语的数量,结构性话语标志语有利于学生调整话语的逻辑连贯性。     

Activating Students’ Argumentative Resources on Socioscientific Issues by Indirectly Instructed Reasoning and Negotiation Processes

The present study analyses the impact of negotiation processes on activating argumentative resources for decision-making in a socioscientific issue (SSI) in biology classes. The research focuses on the potential of group-based negotiation processes to activate the use of relevant argumentative resources without any prescribed or explicit instructions on these resources and arguments. In the corresponding intervention with a pre-post-design, students are encouraged to reason and weight their own arguments, which are based on protecting local biodiversity. The students have to reason and weight individually (pre-phase) immediately before they discuss their own reasoning and weighting with others in groups (treatment). The students have to then, once again, reason and weight their arguments individually (post-phase). The students are instructed, during these three steps (pre-phase, treatment, post-phase), using an educational tool, target-mat, which structures the reasoning and weighting visually, but does not prescribe the way of argumentation. By analysing the students’ argumentative resources, normative and fact-based elements can be measured immediately before and after the negotiation process. In terms of the pre-phase, the use of differing and appropriate argumentative resources can be analysed in relation to different arguments. The pre- and post-comparison reveals relevant changes leading to a substantial increase of the quality of reasoning. Therefore, in a student-centred decision-making process with minimal guidance, students are encouraged to become aware of the appropriateness of different argumentative resources.

     

大学英语教师课堂话语标记语语用功能探究

话语标记语是教师课堂话语中较为常见的语言现象,具有十分重要的话语功能。本文以语用学为理据,结合首届全国大学英语教学大赛的话语语料,分析了大学英语教师课堂话语标记语的语用功能,揭示出课堂话语标记语不但是课堂教学中语篇组织的语言机制,而且是教学过程中动态顺应策略的显性依据。同时,研究结果对大学英语教师课堂话语标记语的合理使用,教学效果的优化也有所裨益。     

Dialogic argumentation as a bridge to argumentative thinking and writing / La argumentación dialógica como puente para el pensamiento y la escritura argumentativa

Abstract

Argumentation has been claimed to be ‘the more general human process of which more specific forms of reasoning are a part’. The educational context in which argument is most often practised and assessed is individual expository writing — a skill that teachers routinely report as their most challenging to teach and one in which students typically perform poorly. It becomes increasingly important with advancing grade and by the post-secondary level is crucial to academic success. We describe the dialogic method we have developed to foster young adolescents’ argument skills. Its essence is to engage students in rich and extended dialogues with one another on significant topics. We review evidence that the method, implemented in extended form over two or more years, produces positive outcomes in argumentative discourse, in individual writing and in meta-level understandings of argumentative discourse and evaluations of argument. In this study, we elaborate on these results and on the promise and challenges the method poses.     

从系统功能语法视角对商务英语谈判的人际意义研究

随着中国经济的飞速发展,在各个领域都可以感受到深刻的变化。越来越多的中国公司敞开怀抱,迎接全球化的挑战,以便做好与国外公司建立贸易关系的准备。在这种经济全球化的形势下,商务英语谈判起着非常重要的作用。一些学者已经注意到这一特殊文体,并对该文体语言做了一些语用学研究。但是,对于商务英语谈判还没有更全面的研究。"交际的主要目的之一是与他人进行互动:与他人建立和保持适当的社会关系"(Thompson,2000:38),这就是说,语言的交际功能是为了某一目的而间接的告诉他人某事,其目的或者是为了影响他人的态度或行为,或者是提供自己有而他人没有的信息,或是解释我们自己的态度或看法,或者是使他人为我们提供信息,等等。所以,商务英语谈判具有重要的作用,发挥着特定的人际功能。在该研究中,作者试图研究该文体语言的特点,运用了韩礼德的人际模式,从系统功能语法角度,对人际功能进行研究,从而说明了人际意义是如何从情态系统被实现的。24个商务英语谈判样本是从教材,网络和公司收集来的,这保证了样本材料的效度。为了使研究更加全面和详尽,作者定性和定量的对数据进行了分析,其中,定量分析用到了SPSS语言统计软件。经过分析,有如下发现:情态系统主要是由取值不同的情态动词来实现的,他们表示了不同的态度:信心,意愿和趋势。在经济全球化的形势下,该研究非常有意义。从理论来说,对商务英语谈判的人际意义研究可以对语篇分析的发展有启发作用。从现实意义来说,该研究又具有立竿见影的意义。商业活动在繁荣发展,一个成功的谈判可以使双方达成协议,从而使双方获益。此外,该研究也为商务英语语言和技能的教学提供了参考。     

中国英语专业大学生写作中副词性连接语使用密度研究

以FoxPro程序为手段,基于语料库对比分析中国英语专业大学生写作中副词性连接语的两种密度(按句数以及形符数计算)分布。研究发现,中国英语专业大学生议论文中使用的列举类、结果类、强调类副词性连接语密度明显高于英语本族语者,且100篇作文的连接语密度分布较为分散,各密度段分布较为平均,而英语本族语者的密度(按句数)分布却主要集中在0.1-0.4之间。另外,英语本族语者议论文中副词性连接语的密度基本随形符数或句子数的增长而增长,而中国英语专业大学生却呈下降态势。本研究结果可为大学英语教、学提供有益的指导。