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中国学习者英语口头叙事中的话语评价研究. / 许家金.
// Foreign language teaching and research. 2013, Vol. 45, No.1.
// 外语教学与研究 2013, 第45卷.第1期 2013.tr. 69-79. This study compares the appraisal resources, within the framework of J. R. Martin’s Appraisal Theory, in spoken narratives produced by Chinese EFL learners and native English speakers based on the same video prompt. Meanwhile, the appraisal resources in the EFL learners’ spoken Chinese narratives are compared with those in the spoken narratives by native English speakers using the same stimulus. The second type of comparison aims at the cross-linguistic influence of the group of Chinese students’ mother tongue on their English production. Data analysis shows that significant differences in appraisal are found between interlanguage English and native English, as well as between spoken Chinese and native speakers’ English. Highly consistent differences are observed in the two types of comparisons of appraisal sub-categories in the following order: FOCUS ( - ) > FORCE ( + ) > proclaim ( - ) > AFFECT ( +) > APPRECIATION ( -) . The most striking difference is in the sub-system FOCUS (which is underused in both interlanguage spoken English and spoken Chinese) in the appraisal system. Over-represented appraisal sub-systems include FORCE and AFFECT. The comparisons suggest that the five categories of appraisal difference of Chinese learners’ spoken English from those in the native English speakers’ narrative discourse may well be accounted for by the difference between Chinese and English. This paper, therefore, takes a two-pronged approach, conceptualized appraisal system and lexico-grammar, to describe Chinese EFL learners’ evaluative ability in spoken English. Near-native expression of evaluation is not possible unless improvement is achieved in speaking in both English appraisal system and English language.
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