谌朝阳论文终稿1.docx

谌朝阳论文终稿1.docx

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谌朝阳论文终稿1

本科毕业论文

关于并列否定句的歧义研究

--以“…not…and/or…”为例

学院外国语学院

专业英语教育

年级2009级

学号222009310011217

姓名谌朝阳

指导教师唐瑞梁

成绩

二○一三年四月

AStudyontheAmbiguityofEnglishNegationinCoordinationStructure

---ACaseStudyof“…not…and/or…”

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

AStudyontheAmbiguityofEnglishNegationinCoordinationStructure

---ACaseStudyof“…not…and/or…”

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

关于并列否定句的歧义研究

--以“…not…and/or…”为例

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

ChapterOne:

Introduction

1.1BackgroundoftheStudy

Englishnegativesentence,asadynamicsentencetype,whichhasitsequivalentsinmostlanguages,isfrequentlyusedinourdailylife,eitherinwrittenformorinspokenform.Togiveafewexamples,

（1）Ididn’t