中国EFL学生英语情态语用习得发展路径研究  

A study of English modality and its interlanguage pragmatic development

作　　者：余盛明 YU Shengming(Center for Linguistics and Applied Linguistics,Guangdong University of Foreign Studies,Guangzhou 510420,China)

机构地区：[1]广东外语外贸大学外国语言学及应用语言学研究中心,广东省广州市510420

出　　处：《外语教学与研究》2021年第5期720-732,800,共14页Foreign Language Teaching and Research

基　　金：广东外语外贸大学外国语言学及应用语言学研究中心招标课题“竞争性话语与机构组织形象塑造”(JDXM1904)的资助。

摘　　要：本研究从语际语用学角度探讨英语情态的基本特征,并以跨断面设计考察中国EFL学生的情态语用能力发展规律。研究发现,中国EFL学生的英语情态语用发展路径是从认识情态逐渐扩散到道义情态和动力情态,且持续依赖认识情态副词;英语情态的语用习得难点在于其语类封闭性、语义模糊性和语用不确定性,其概念命题功能与人际修饰功能的交互作用进一步增加了语用习得难度。This article explores the properties of English modality and its interlanguage pragmatic development in Chinese EFL learners.The cross-sectional design examines the developmental patterning and routes in modality acquisition,and discovers that the pragmatic development starts with epistemic modality,gradually extending to deontic and dynamic modality,while continuously resorting to epistemic adverbs.It is found that the difficulty in L2 modality acquisition lies with its grammatical closure,semantic ambiguity and pragmatic uncertainty,particularly due to its duality in ideational and interpersonal interactions.

关 键 词：英语情态 语际语用发展 概念命题功能 人际修饰功能 

分 类 号：H319.3[语言文字—英语]