英语母语者和中国英语学习者的语篇修辞性研究  

Rhetoricity in the compositions of English native speakers and Chinese EFL learners

作　　者：刘东虹[1] 唐丽君[1,2] Liu Donghong;Tang Lijun

机构地区：[1]华中师范大学外国语学院,湖北武汉430079 [2]贵州财经大学外语学院,贵州贵阳550025

出　　处：《外语教学》2020年第2期71-75,共5页Foreign Language Education

基　　金：教育部人文社会科学基金项目“英语学习者劝说性文体中的语篇修辞研究”(项目编号:16YJA740022)的阶段性研究成果。

摘　　要：有些学者认为当前中国英语学习者和英语母语者在语篇修辞层面几乎没有差异、没有必要再进行语篇修辞方面的研究。本文针对这种观点,选用中国英语学习者和美国英语母语者议论文语料库中的电影语篇共100篇,从命题间修辞关系的视角考察两组语篇修辞关系的特点。研究发现,两组学生均大量使用"详述"和"联合"关系来发展语篇。但在语篇修辞性方面仍存在显著性差异,如中国学生在修辞关系总频数上超过美国学生;中国学生偏爱使用"评论""因果""对照""动机"等关系,而美国学生偏爱使用"比较"和"总结"关系。To challenge the view that the Chinese English learners show almost no significant difference in discourse rhetoric from the American native speakers,this paper applies the rhetorical structure theory to investigate the rhetorical relations in the compositions written by the Chinese and the American college students. One hundred movie reviews have been selected from the Chinese Learner Corpus of English Argumentative Essay and American Corpus of Native English Argumentative Essay. The results show significant differences in discourse rhetoricity between the two groups although both of them rely heavily on"elaboration"and"joint"to develop their discourses. The Chinese students surpass the American students in the total frequency of the rhetorical relations. In addition,the former prefers such relations as"comment","cause-result","contrast"and"motivation"and the latter favors"comparison"and"summary".

关 键 词：修辞性 中国英语学习者 修辞关系 写作教学 

分 类 号：H030[语言文字—语言学]