作　　者： ;

机构地区： 广东外语外贸大学

出　　处： 《现代外语》 2010年第4期379-386,共8页

摘　　要： 本文通过调查学习者口笔语语料库、教材语料库以及16名被试的口笔语产出语料,研究中国英语学习者对认识可能性表达的使用情况及其背后的机制。研究结果显示:(1)中国高水平英语学习者在may,might,maybe,perhaps,possibly,probably的使用上,和本族语者相比存在显著差异;(2)学习者对认识可能性表达的使用并未随着英语水平的提高而有较大的提高;(3)同一水平组的学习者在认识可能性表达的使用上存在较大的个体差异;(4)影响认识可能性表达使用的因素,除了它们自身的特性外,还与情态教学中存在的偏差及学习者因素有关。本研究对英语情态教学有一定的启迪。 Based upon the learner spoken and written corpora,the pedagogic corpus,as well as the spoken and written discourse produced by 16 participants,this paper investigates how modal expressions of epistemic possibility are used by Chinese EFL learners.The results show that: 1) there existed a great gap between advanced Chinese EFL learners and native university students in their spontaneous use of the six epistemic markers(i.e.may,might,maybe,perhaps,possibly,probably);2) learners at three different proficiency levels shared considerable similarities in their use of these markers;and 3) there was considerable individual variation in the use of these markers.The deviation of Chinese EFL learners' use of the six expressions even when they were at the advanced levels was partly due to the inherent properties of these markers,partly to the imperfect modal instruction,and partly to some learner factors.This study has some pedagogic implications for modal instruction.

关 键 词： 认识可能性 情态表达 中国英语学习者 影响因素

领　　域： [语言文字]