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本文通过个案研究对中国二语学习者(NNS)在目的语国家与英语本国人(NS)进行的日常交流进行了话语分析,探讨了中国学生在以下不同话题体裁中话题启动与会话参与度的关系:“观察性”话题、(个人)信息寻求/提供、“意见性”话题、“故事讲述性”话题、“讲小话”话题以及“闲聊”话题。研究表明,中国学生与英国本国人在话题启动的选择上体现不同,且话题启动并不一定意味着启动者在该话题中的较高参与度。研究同时指出,仅仅依靠会话参与度一个变量并不能在会话参与者之间搭建“共同立场”平台。本文最后对特定体裁下话题启动与会话参与度的正相关性(如:“观察性”话题)及其对二语习得的启示进行了探究和讨论。
This article conducts a discourse analysis on the daily exchange of Chinese second language learners (NNS) between target countries and English natives (NS) through case studies and explores the Chinese students’ motivation to engage in conversations with different topics in different genres Relationships: “Observational” topics, (personal) information seeking / providing, “opinionality” topics, “storytelling” topics, “talking” and “chatting” topics . The study shows that Chinese students and British natives show different choices in the topic start-up, and the topic start-up does not necessarily mean that the starters have a higher degree of participation in the topic. The study also points out that relying on session participation alone for a variable does not provide a platform for “common ground” among conversation participants. In the end, the paper explores and discusses the positive correlation between topic initiation and conversation participation in specific genres (eg “observational ” topic) and its implications for second language acquisition.