谌朝阳论文终稿1Word文档下载推荐.docx
《谌朝阳论文终稿1Word文档下载推荐.docx》由会员分享,可在线阅读,更多相关《谌朝阳论文终稿1Word文档下载推荐.docx(47页珍藏版)》请在冰豆网上搜索。
ShenZhaoyang
Supervisor
TangRuiliang
AThesisSubmittedin
PartialFulfillmentoftheRequirementsfortheDegreeof
B.A.inEnglish
SCHOOLOFFOREIGNLANGUAGES
SOUTHWESTUNIVERSITY
April,2013
Acknowledgements
Ioweadeepdebtofgratitudetoalotofpeoplefortheirhelpandsupport.
Firstofall,mydeepestgratitudegoestomyinstructorMr.TangRuiliang,forhisconstantguidanceandencouragement.Withouthisinstruction,thethesiswouldn’thavereacheditspresentform.SpecialthanksgotoMrs.MuBaiye,forhertenderloveandhelpinintroducingmetoexpertteachersforhelp.Manythanksgotolotsofteachersinourfaculty,Mrs.Dan,Mrs.Li,Mr.Yang,Mr.Hu,etc.fortheirvaluableadviceandsupport.
Besides,sincerethanksgotothosewhohelpedfillthequestionnaireandofferedhelpandadvice,especiallyGeoffreyLeech,RayBennett,David,Eric,John,Alisonandsoon.
Lastbutnotleast,Igivemyheartythankstomyfamilymemberswhoalwayslovemeandencourageme,andmydearestfriendswhosupportandaccompanymeallthetime.
Contents
Acknowledgementsi
Abstractiv
摘要vii
ChapterOne:
Introduction1
1.1BackgroundoftheStudy1
1.2LayoutoftheThesis3
ChapterTwo:
LiteratureReview4
2.1DefinitionofEnglishNegation4
2.2TypesofNegation5
2.2.1FullNegation6
2.2.2PartialNegation7
2.3PreviousStudiesonEnglishNegation8
2.3.1StudyontheScopeandFocusofEnglishNegation8
2.3.2StudyontheSemanticViewofEnglishNegation10
2.3.3StudyonthePragmaticViewofNegation11
2.3.4LimitationsofPreviousStudiesonEnglishNegation12
ChapterThree:
ACaseStudyof“…not…and/or…”13
3.1ResearchQuestions13
3.2ResearchAssumptions14
3.3ResearchSubjects14
3.4ResearchMethodandInstrument15
3.5ResearchProcedure15
3.6ResultsoftheQuestionnaire16
3.6.1ResultsfromtheStudents17
3.6.1.1Formalness17
3.6.1.2Meaning18
3.6.1.3LogicalRelationship19
3.6.1.4SurenessoftheAnswers21
3.6.2ResultsfromtheTeachers21
3.6.2.1Formalness21
3.6.2.2Meaning22
3.6.2.3LogicalRelationship24
3.6.2.4SurenessoftheAnswers25
3.6.3ResultsfromtheForeigners25
3.6.3.1Formalness26
3.6.3.2Meaning27
3.6.3.3LogicalRelationship28
3.6.3.4SurenessoftheAnswers29
3.7Discussion29
3.7.1DiscussionontheResultsfromtheStudents’Questionnaire30
3.7.2DiscussionontheResultsfromtheTeachers’Questionnaire31
3.7.3DiscussionontheResultsfromtheForeigners’Questionnaire33
3.7.4OverallAnalysis35
ChapterFour:
Conclusions36
4.1MajorFindings36
4.2PedagogicalImplications38
4.3LimitationsandSuggestionsforFurtherStudy39
4.3.1Limitations39
4.3.2SuggestionsforFurtherStudy39
References40
Appendix42
Abstract
InviewofthesignificantroleofEnglishnegationinEnglishlearningandtheambiguityofEnglishNegationinCoordinationStructurewhichposesgreatdifficultiesforEFLlearners,theauthorconductedthisquestionnaire-basedstudytoinvestigatethedifferencesinusageandmeaningofandandortogetherwithnegatornotinnegativesentences.Bycomparingtheresultsfromthestudents,theteachers,andthenativespeakers,theauthoraimstofindthewidelyacceptedviewonthis,andexpectstoprovidesomepedagogicalsuggestionstoEnglishlearningforEFLlearners.Thewholethesisconsistsoffourchapters.ChapterOneisanintroductiontothethesis,whichincludesthebackgroundofthestudyandthelayoutofthethesis.ChapterTwoisliteraturereview,whichintroducessomepreviousstudiesonEnglishnegation.ChapterThreeisthecoreofthisthesis,whichdescribestheprocessoftheresearchandanalyzestheresearchfindingsinasystematicway.ChapterFourbringsthethesistoanendbysummarizingthemajorfindingsoftheresearch,pedagogicalimplicationsandlimitationsandsuggestionsforfurtherstudy.
Thestudyadoptsthequestionnairemethod.Fromtheresultsofthequestionnaire,theauthorhasmadethefollowingfindings:
1.IsthereanydifferenceinmeaningbytheuseofandandorinEnglishnegationincoordinationstructure?
Isthereanydifferenceinthedegreeofformalness?
WhichoneismorecommonlyusedinwrittenEnglish?
WhichoneismorecommonlyusedinspokenEnglish?
Therearedifferencesamongstudents,teachersandnativespeakers,sotheauthorwillpresenttheirideasrespectively.MoststudentsholdthatorismorecommonlyusedinwrittenEnglishinnegativesentences,whileandismorecommonlyusedinspokenEnglishinnegativesentences;
mostoftheteachersinsistthattheuseoforismorecommonlyusedinwrittenEnglish,butopinionsdivergeonthelessformalone—ThereisalmostatiebetweenthenumberofteacherswhoholdthatandismorecommonlyusedinspokenEnglishandthenumberofteacherswhoholdthatorismorecommonlyusedinspokenEnglish;
themajorityofthenativespeakersbelieveandandorareequallycommonlyusedinwrittenEnglishandinspokenEnglish,andthereislittledifference.
2.DoessentencestructureaffectthefocusofnegationinEnglishnegationincoordinationstructurecontaining“not…and”?
Fromtheresultofthequestionnaire,wefindthatsentencestructuredoesn’taffectthefocusofnegationinEnglishnegationincoordinationstructure.
3.DoeswordclassofthecoordinatedelementsaffectthefocusofnegationinEnglishnegationincoordinationstructurecontaining“not…and”?
Fromtheresultofthequestionnaire,wefindthatwordclassofthecoordinatedelementsdoesn’taffectthefocusofnegationinEnglishnegationincoordinationstructure.
4.WhichfactorsdecidethefocusofnegationinEnglishnegationincoordinationstructurecontaining“not…and”?
Fromtheresultofthequestionnaire,wefinditisthelogicalrelationshipbetweenthecoordinatedelementsthatdecidesthefocusofnegationinEnglishnegationincoordinationstructure.
5.DoesambiguityexistinEnglishnegationincoordinationstructurecontaining“not…and”whenthecoordinatedpartisthesubjectofthemainsentence?
Fromtheresultofthequestionnaire,wefindthatthereislittlecontroversywhenthecoordinatedpartisthesubjectofthemainsentence.
6.Whatisthelogicalrelationshipbetweenthecoordinatedelementsinallofthegivenexamplesinthequestionnaire?
Fromtheresultofthequestionnaire,wefindmostoftheparticipantsholdthatthelogicalrelationshipbetweenthecoordinatedelementsinthefirstsixpairsofcontrastivesentencesisCoordination.Tosentence(7)a,itisSequence,andtosentence(8),moststudentsandforeignersthinkitisCondition,whereassometeachersthinkitisCauseandeffect,andalmostequalnumberofteachersthinkitisCondition.
7.HowdoesthelogicalrelationshipbetweenthecoordinatedelementsaffectthefocusofnegationinEnglishnegationincoordinationstructurecontaining“not…and”?
Fromtheresultofthequestionnaire,wefindthatifthelogicalrelationshipiscoordination,thefocusofnegationisonbothelements;
ifitissubordination,thefocusofnegationisgenerallyonthelatter,butdifferentkindsofsubordinationhavedifferentfocusesaccordingly.Takesentence(7)aandsentence(8)forexample,ifitiscondition,thefocusofnegationisonthelatteronconditionoftheoccurrenceoftheformer;
ifitissequence,thefocusofnegationisonthelatterfollowingtheoccurrenceoftheformer.ButfromtheemailofGeoffreyLeech,wefindheholdsthatthelogicalrelationshipbetweenthecoordinatedelementsiscoordination,andthefocusofnegationisontheco-existenceofthecoordinatedelementsratherthanoneofthem.
Keywords:
Englishnegation;
coordinationstructure;
formalness;
logicalrelationship;
focusofnegation
摘要
英语否定句在英语学习中占有举足轻重的地位,而并列结构英语否定句中的歧义给外语学习者带来诸多困难,鉴于此种情况,笔者基于问卷调查对此进行实证研究,试图找到并列否定句中and和or的使用情况和意义区别。
通过比较学生、老师以及英语本土人的问卷结果,笔者意在找到广为认可的理解,并且期望给外语学习者提供一些教学建议。
论文共分四章:
第一章为导入部分,简要介绍进行该研究的背景和论文布局。
第二部分为文献综述,介绍了此前学者对英语否定句的研究情况。
第三部分为该论文的核心部分,描述了问卷研究过程及结果与分析。
第四部分是论文结尾部分,简要总结了该研究的成果,并提出了一些教学建议,最后讨论了此研究的局限及日后研究的方向性建议。
该论文主要采取问卷调查法,通过问卷调查,笔者得出以下结论:
1.并列否定句中使用and和or有没有意义和正式程度的区别?
哪一种更多地用于书面语中?
哪一种更多地用于口语中?
由于学生、老师、英语本土人对此问题各持己见,笔者将分别阐述。
大多数学生认为含or并列否定句多用于书面语体,含and并列否定句多用于口语体;
大多数老师同样认为含or并列否定句多用于书面语体,但同等数量的老师认为口语体中使用含and并列否定句与含or并列否定句一样普遍;
大多数英语本土人认为无论书面语体还是口语体,含and并列否定句与含or并列否定句使用同样普遍,没有差别。
2.句型差异会不会影响含“not…and”的英语并列否定句中的否定焦点?
问卷结果表明,句型差异不会影响含“not…and”的英语并列否定句中的否定焦点。
3.并列成分的词性差异会不会影响含“not…and”英语并列否定句的否定焦点?
问卷结果表明,并列成分的词性差异不会影响含“not…and”的英语并列否定句中的否定焦点。
4.哪些因素决定含“not…and”的英语并列否定句中的否定焦点?
问卷结果表明,含“not…and”的英语并列否定句中的否定焦点由并列成分之间的逻辑关系决定。
5.当并列成分在主句中充当主语时,并列否定句句意是否会有歧义?
问卷结果表明,当并列成分在主句中充当主语时,并列否定句句意无歧义。
6.问卷所提供的各例中,并列成分之间都是什么样的逻辑关系?
问卷结果表明,前六句并列成分之间的逻辑关系是并列,第七句是动作的顺承,至于第八句,观点不一,大多数学生和英语本土人认为是条件,而一些老师认为是因果,几乎同样数量的老师认为是条件。
7.含“not…and”的英语并列否定句中并列成分的逻辑关系是如何影响否定焦点的?
问卷结果表明,如果逻辑关系是并列,则否定焦点为两者;
如果逻辑关系是从属,则否定焦点为后者,但不同的从属关系也有相应不同的否定焦点。
根据第七、八例,如果逻辑关系为条件,则否定焦点为后者,后者是在前者的存在为条件;
如果逻辑关系为动作的顺承,则否定焦点为后者,紧接着前者的存在而存在。
但是从语法学家Leech回复的邮件看来,对于此问题,他持并列成分之间始终是并列关系,否定焦点是并列成分的同时存在,而非否定任何一方。
关键词:
英语否定句;
并列结构;
正式程度;
逻辑关系;
否定焦点
Introduction
1.1BackgroundoftheStudy
Englishnegativesentence,asadynamicsentencetype,whichhasitsequivalentsinmostlanguages,isfrequentlyusedinourdailylife,eitherinwrittenformorinspokenform.Togiveafewexamples,
(1)Ididn’t