作　　者： ;

机构地区： 广东外语外贸大学

出　　处： 《外语教学与研究》 2012年第1期80-94,159,共15页

摘　　要： 本文通过调查多个学习者口、笔语语料库和16名受试的口、笔语产出语料,考察中国英语学习者义务型情态词的使用特征,通过调查教学语料库并结合问卷、访谈等方法探讨其产出的机制。结果显示:(1)中国高水平英语学习者在should、ought to、be supposed to、must、have to、have got to、need to的使用上与本族语者存在显著差异;(2)整体而言,不同水平组的学习者在义务型情态词的使用上较为接近;(3)同一水平组的学习者在上述情态词的使用上存在一定的个体差异。义务型情态词自身的特性、教学中存在的偏差、母语迁移、二语水平、对输入加工的普遍原则及学习者之间的种种差异,是出现上述结果的主要原因。 The goal of this study is twofold:(1) to investigate how the obligation modals,i.e.,should,ought to,be supposed to,must,have to,have got to,need to,are used by Chinese EFL learners by examining learner corpora and discourses produced by 16 participants;(2) to provide a multiple-factor account for observed patterns,if any,by examining data gained from a pedagogic corpus,responses to an open questionnaire and interview transcripts.The results show that(1) there is big gap between advanced Chinese EFL learners and native university students in their spontaneous use of the obligation modals;(2) broadly speaking,learners at three different proficiency levels show considerable similarities in their use of these modals;(3) there exist some individual differences in the use of the above modals.The observed patterns can be mainly attributed to the inherent properties of these modals,the imperfect modal instruction,L1 transfer,L2 proficiency,universal processing mechanisms as well as learner differences.Pedagogic implications are discussed for modal instruction in the classroom setting.

关 键 词： 中国英语学习者 口笔语 义务型情态词 情态教学 学习者因素

领　　域： [语言文字]