CAJ | 학술논문

以Fraser的话语标记语分类法为基础，本研究对浙江省某高校90名非英语专业本科二年级学生记叙文写作中话语标记语使用情况进行了调查。调查显示所有学生都使用了话语标记语，但使用频率不同。按话语使用频率高低排序，依次是阐述性标记语、推断性标记语、对比性标记语、因果性标记语和主题相关标记语。研究结果同时显示，高级组和初级组学生在话语标记语的正确使用频率上存在显著差异，英语水平高的学生在记叙文写作中使用的话语标记语数量相对较多，种类也相对丰富。
이Fraser적화어표기어분류법위기출，본연구대절강성모고교90명비영어전업본과이년급학생기서문사작중화어표기어사용정황진행료조사。조사현시소유학생도사용료화어표기어，단사용빈솔불동。안화어사용빈솔고저배서，의차시천술성표기어、추단성표기어、대비성표기어、인과성표기어화주제상관표기어。연구결과동시현시，고급조화초급조학생재화어표기어적정학사용빈솔상존재현저차이，영어수평고적학생재기서문사작중사용적화어표기어수량상대교다，충류야상대봉부。
Based on Fraser’s ( 1999 ) taxonomy of discourse markers, this study investigates discourse markers in descriptive compositions of 90 non-English major sophomore students.Findings show that students employed discourse markers with different degrees of occurrence.Elaborative markers are the most frequently used,followed by inferential,contrastive,causative,and topic relating markers. There is a direct and positive relationship between English ability and the number of well-functioned discourse markers,that is,students at high level use more correct discourse markers and in more types and vice versa.