【作者】 李飞；

【导师】 胡健；

【作者基本信息】 安徽大学 ， 外国语言学及应用语言学， 2013， 硕士

【摘要】 引述是人类语言使用的普遍现象。引述是引用者对第三人称话语或思想的转述。引述作为说理论证的重要手段,常常用于论说文中以增强论说的可靠性、权威性以及客观性。适当的引述可以增加论说文的信服力。与引述方式、引述动词一样,引述来源也是研究引述的一个重要方面。引述来源,即被引述话语的来源。在引述语中,引述来源可以是确定的,也可以是模糊的。引述来源的模糊性能够直接影响引语的可靠性和权威性,进而影响论说文中论证的客观性和可靠性。对中国英语学习者而言,能否在论说文中恰当地使用模糊引述来源是其写作能力的体现,能够直接影响其论证效果。近年来,诸多学者对学术语篇和新闻语篇中的引述现象进行了较多的探讨,而论说文中的引述并没有得到足够的重视。研究范围也从引述方式扩展到引述动词,从引述结构到引述的语用功能。目前,关于引述来源的研究并不多,多集中于对新闻语篇中消息来源的探讨,引述来源的模糊性更是鲜有研究。因此,本文旨在研究中国英语学习者在论说文中使用引述时对引述来源模糊化的现象。在广泛介绍引述及模糊性的定义的基础上,本文探讨了引述来源的模糊性与论说文论证之间的关系,对中国英语学习者使用模糊引述来源的现象进行分析并提出教学建议,以期完善英语写作教学,提高学生论说文写作能力。此项研究的研究问题为：一、总体上看,中国英语学习者在使用模糊引述来源方面与本族语者相比有哪些特点；二、不同水平的中国英语学习者在使用模糊引述来源时有何异同,是否随英语水平的提高而产生变化。本研究基于中国学生英语笔语语料库中的英语专业论说文所建的语料库(WECCL-A)以及英语本族语者在线语料库(NESSIE1.0),采用AntConc3.2.4w和对数似然比计算器,对两库中模糊引述来源的使用频率及分布进行对比统计分析。研究结果表明：(1)a.与本族语者相比,中国英语学习者在引述中过多使用模糊引述来源,且差异显著；b.从模糊引述来源的实现形式来看,中国英语学习者更多地使用词汇模糊形式,而较少使用句法模糊形式；(2)不同水平的中国英语学习者在使用模糊引述来源时差别不大,模糊引述来源出现的标准频率相近,其不同实现形式的分布也是相近的,模糊引述源的使用并未随英语水平的提高而产生显著差异。鉴于此,笔者对大学英语写作教学提出了一些建议,希望能够提高英语学习者对模糊引述来源的认识,从而提高他们的论说文写作水平。更多还原

【Abstract】 Reporting is a common phenomenon in human languages. It is the speaker or writer’s citation of others’ utterances or thinkings. Reporting, as an important method of reasoning and argumentation, is frequently used in argumentative writings aiming at achieving credibility, authority and objectivity of their arguments. Proper reporting can make argumentation more convincing. Reporting source, as well as reporting mode and reporting verbs, is also a crucial aspect of researching reporting. Reporting source, namely the source of reported speech or the sender of reported speech, can be either precise and definite or vague and indeterminate. Vagueness in reporting source can affect the reported speech’s credibility and authority directly, and further have an impact on the objectivity and credibility of argumentation. As far as Chinese English learners are concerned, whether they can use vague reporting source properly embodies their writing ability and has an immediate impact on the effect of argumentation. Previous studies explore reporting from reporting mode to reporting verbs, from reporting structure to the pragmatic functions of reporting and reporting verbs. Reporting phenomenon in academic writings and news reports has aroused scholars’attention. However, few studies on vague reporting source can be found. Therefore, this thesis is an analysis of vagueness in reporting source in Chinese English learners’reporting speech when reporting is employed in their argumentative writings.Giving a comprehensive description of definitions of reporting and vagueness, and the relationship between vague reporting source and argumentation, the study intends to reveal the present status of employing vague reporting source in Chinese student’s writings and shed light on writing teaching, to help Chinese English learners to write better argumentative compositions. To achieve this, the following questions are considered:Research Question1:What are the overall using features of vague reporting source in Chinese English learners’argumentative writings?Research Question2:What are the features of vague reporting source use by Chinese English learners with different proficiency level?Based on Chinese learners’corpus WECCL-A and native speakers’corpus NESSIE1.0, by employing softwares like AntConc3.2.4w and Log-likelihood Ratio Calculator, this study analyzes the frequencies and distributions of vague reporting source. The findings of the research reveal:(1) a. Chinese English learners overuse vague reporting source in reporting speeches in comparison with native speakers, and the difference is significantly different; b. From the perspective of two different devices of vaguing the reporting source, the lexical device of vaguing the reporting source is more often used by Chinese English learners, while the native speakers are good at using syntactic devices;(2) There is no obvious difference in using vague reporting source between low-level Chinese English learners and high-level Chinese English learners. The normalized frequencies of vague reporting source in the low-level students’ writings and high-level students’ writings are similar. The distributions of different vague reporting source realizations are similar as well. Chinese learners’ use of vague reporting source is not affected by their language proficiency.Therefore, the present author puts forward some pedagogical suggestions for writing teaching of reporting source use in argumentative writings. It is expected to improve their awareness of using vague reporting source properly and their argumentative writing ability.更多还原