1、1中國學習者英語書面語和口語中中國學習者英語書面語和口語中話語標記的使用情況話語標記的使用情況許家金許家金中國外語教育研究中心2The Use of Discourse Markers in Chinese EFL Learners Written and Spoken EnglishXu JBeijing Foreign Studies University3DM extractionContentsDM use in NS EnglishDM use in CHN learners EnWhy DMs?Comparison of DM use4QUESTIONCORPUSRETRIVALI

2、NTERPRETAIONCL research process5Beads, necklace, and thread Gestalt 格式塔格式塔 The whole is bigger than the sum of parts. 6Beads, necklace, and thread Gestalt 格式塔格式塔 The whole is bigger than the sum of parts. 7Why discourse and why DMs? Knowledge (language) Declarative vs procedural 陳述性知識陳述性知識 vs 程序性知識程

3、序性知識 What vs how8Why discourse and why DMs? Referential vs relational 概念（客觀的概念（客觀的/抽象的）抽象的） vs 關系關系9Lexical orality in NS English speech Step 01 Wordlist and keyword list generation ICE-GB-Spoken 600,000 words The entire BNC World 100 m words icespvsbnc.kws英語口語的詞匯特征英語口語的詞匯特征10Lexical orality in NS E

4、nglish speech Step 01 Wordlist and keyword list generation ICE-GB-Spoken 600,000 words The entire BNC World 100 m words icespvsbnc.kws英語口語的詞匯特征英語口語的詞匯特征11Lexical orality in NS English speech Step 02 Collocational behavior of the key keywords in ICE-GB-Spoken Concord-file-based search-Compute-Cluster

5、 1-3 word clusters DM search word (SW) list英語口語的詞匯特征英語口語的詞匯特征12Taxonomy of DMs Filled pause: Hesitation markers -cognitive constraints Attracting attention or starting a new topic Ending conversation 中國學生很不善于開啟、延續話題方便的中國學生很不善于開啟、延續話題方便的discourse技巧技巧 老師教了老師教了Ive got to go now.13自然話語過程示意圖主體間空間認知空間話語空間

6、認知空間話語使用者1話語使用者214話語空間話語空間認知空間1認知空間2主體間空間15特特征征音韻音韻特征特征1、不重讀，相對于鄰近的音節往往弱讀；、不重讀，相對于鄰近的音節往往弱讀；2、話語標記前后通常有可感知的停延；、話語標記前后通常有可感知的停延；3、常常單獨構成韻律單位；、常常單獨構成韻律單位；語義語義特征特征 沒有或者較少含有概念意義。沒有或者較少含有概念意義。結構結構特征特征1、句法上難以歸入某一類別；、句法上難以歸入某一類別；2、不是句法上的必要成分，往往是可以取消、不是句法上的必要成分，往往是可以取消的。但就現場即席的互動話語而言，當某的。但就現場即席的互動話語而言，當某些些D

7、M單獨構成話輪時，則不可取消；單獨構成話輪時，則不可取消；3、在話語中的位置較為靈活，可出現在話輪、在話語中的位置較為靈活，可出現在話輪（或韻律單位或韻律單位）的開始、中間或末尾；的開始、中間或末尾；16功能功能1 1、示意話輪、示意話輪（或韻律單位或韻律單位）的開始、的開始、延續、轉換、結束等；延續、轉換、結束等；2 2、可以表達和暗示說話人的態度；、可以表達和暗示說話人的態度；3 3、可以幫助促成會話雙方的互動；、可以幫助促成會話雙方的互動；4 4、提示話題或者信息焦點。、提示話題或者信息焦點。17My version of DMs Continuum perspective Cognit

8、ive constraints uh, um etc Interpersonal ties well, you see Textual hinges or joints connectives18My version of DMs Continuum perspectiveuh well/you see/I mean and/so/but19Discourse marker Search Words Step 03 Plain text file of discourse markers Step 04 File-based search with discmark.txt in SECCL

9、File-based search with discmark.txt in ICE-GB-Spoken20Contrastive study of DMs between SECCL and ICE-GB-SP Step 05 Keywords or Chi-square test in SPSS Step 06 Interpretation and analysis Implications for pedagogy Touchstone I mean etc21A quick summary Introducing DMs How DMs stand out of English spe

10、ech22Other aspects of corpus-based discourse-pragmatic research Expressions of gratitude Speech act Genre analysis Code-switching Repair Kennedy Page 176ff Discourse items23Other aspects of corpus-based discourse-pragmatic research Information structure-Given-Accessible-New-Topic-Comment (B-S) Color metaphor (CA) Red Discourse management chunks Chinese learners translation of clausal relations Teachers prosody as a constructional element of classroom interaction24Thank you!25Discouse_NN1 mark