【摘 要】
：
在认知语用视角下,通过定量统计和定性分析法,从频率、位置和语用效果三个方面对比分析高、低水平组大学生英语演讲中话语标记语的使用异同.总体上看,演讲者使用强化现有假设类话语标记语的频率最高,使用推导语境暗示类话语标记语的频率最低,且均倾向于在句首或句中使用话语标记语.高、低水平组的不同之处是:首先,高水平组使用话语标记语的总数较多,其中对强化现有假设类标记语的使用频次显著高于低水平组;其次,高、低水平组在句中和句末使用话语标记语时存在显著差异;最后,高水平组演讲者的语境认知能力更强,使用话语标记语时能达到更
【机 构】
：
浙江理工大学外国语学院,杭州310018
论文部分内容阅读
在认知语用视角下,通过定量统计和定性分析法,从频率、位置和语用效果三个方面对比分析高、低水平组大学生英语演讲中话语标记语的使用异同.总体上看,演讲者使用强化现有假设类话语标记语的频率最高,使用推导语境暗示类话语标记语的频率最低,且均倾向于在句首或句中使用话语标记语.高、低水平组的不同之处是:首先,高水平组使用话语标记语的总数较多,其中对强化现有假设类标记语的使用频次显著高于低水平组;其次,高、低水平组在句中和句末使用话语标记语时存在显著差异;最后,高水平组演讲者的语境认知能力更强,使用话语标记语时能达到更好的语用效果.在英语演讲教学中,应更加重视对话语标记语的使用.
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