CAJ | 학술논문

本研究旨在探索中国大学生28个英语口/笔语语域特征的运用规律。结果表明：（1）学生使用频次最高的为显现性标记,最低的为片段性和非正式性标记;（2）1至4年级学生在使用整合性等四方面存在显著差异,高年级比低年级学生使用了更多的笔语语域特征;（3）并列词组等三个特征与写作质量之间呈现了显著正相关的关系,而片段性标记等五个特征则呈现了显著负相关的关系。本文最后提出了一些旨在改进我国英语写作教学质量的有效措施。
본연구지재탐색중국대학생28개영어구/필어어역특정적운용규률。결과표명：（1）학생사용빈차최고적위현현성표기,최저적위편단성화비정식성표기;（2）1지4년급학생재사용정합성등사방면존재현저차이,고년급비저년급학생사용료경다적필어어역특정;（3）병렬사조등삼개특정여사작질량지간정현료현저정상관적관계,이편단성표기등오개특정칙정현료현저부상관적관계。본문최후제출료일사지재개진아국영어사작교학질량적유효조시。
This study aims to investigate the patterns of use of 6 categories of 28 oral/written register features on the part of tertiary-level C h i n e s e E F L l e a r n e r s. R e s u l t s s h o w t h a t（1） explicitness markers are the most frequently used by Chinese students, followed by integration markers, involvement markers, fragmentation markers and informality markers respectively;（2） significant differences exist among Year One through Year Four English majors in the use of integration, involvement, informality and fragmentation markers; compared with those at lower grade levels, students at higher grade levels use more written register features;（3） three features like conjoined phrases are positively correlated with writing quality, whereas five features like fragmentation markers are negatively correlated with writing quality. The study ends with some feasible proposals for enhancing the quality of teaching English writing in China.