A Study on the Functions of Discourse Markers Used by College Students in the Alignment with Situations _英语论文

摘要

隐性语篇标记词是近年来国内外学者会话分析、语用学等研究的一大话题。本文主要研究对象为国内某重点高校大二商务英语一班级。在学生视听说课堂中通过让其根据电影编排和表演情景剧的方式，以情景学习理论和协同理论为基础，在一学期中，通过探究学生在不同情景使用隐性语篇标记词的不同频率与作用，分析其在情景学习过程中对于隐性语篇标记词习得的情况。结果表明：1）学生与情景协同的条件下，隐性语篇标记词的使用频率与功能存在动态发展。2）高分组学生在隐性语篇标记词使用频率与功能多样性方面能力均高于低分组。

关键词：情景学习  协同理论  隐性语篇标记词  动态发展 

Abstract

The study of implicit discourse markers (hereafter abbreviated as implicit DMs) has been a popular topic studied by scholars at home and abroad in the fields of discourse analysis, pragmatics, sociolinguistics and so on in recent years. The main research participants of this thesis are students from a sophomore business English class in a key university in China. Based on the situated learning theory as well as the Synergy Theory, students are required to design and perform the scenes chosen from movies in a semester. By studying the frequency and function of certain implicit DMs students used in the Business English Visual-Audile-Oral course in different situations, this thesis aims to analyze the students’ acquisition of implicit DMs in the process of situated learning. The results showed that (1) in the alignment with situations, students’ use of implicit DMs in terms of frequency and function develops dynamically, and (2) students with higher scores use different functions of implicit DMs more frequently than those with lower scores.

Key words: situated learning  Synergy Theory  implicit discourse markers  dynamic development

Contents

Chapter One  Introduction 1

1.1  Purpose of This Thesis 1

1.2  Structure of This Thesis 2

1.3  Research Method of This Thesis 3

Chapter Two  Literature Review 5

2.1  Introduction 5

2.2  Discourse Marker 5

2.3  Situated Learning and Synergy Theory 7

Chapter Three  Research Design 12

3.1  Introduction 12

3.2  Research Question 12

3.3  Research Participant 12

3.4  Research Process 13

3.5  Data Analysis 14

Chapter Four  Research Results 17

4.1  Introduction 17

4.2  The Frequency of Implicit DMs Used by Students 17

4.3  The Dynamic development of the Frequency of Different Functions of Implicit DMs Used by Students 21

4.3.1 The Frequency and Function of yeah 21

4.3.2 The Frequency and Function of well 22

4.3.3 The Frequency and Function of you know 23

4.4  The Frequency and Function of Implicit DMs Used by High Score Group and Low Score Group 24

Chapter Five  Discussion 26

5.1  Introduction 26

5.2  Dynamic Development of Frequency and Function of Implicit DMs 26

5.3  Difference between High Score Group and Low Score Group 29

Chapter Six  Conclusion 31

Bibliography

Acknowledgements