基于语料库的中国英语学习者引述语中引述来源模糊化现象研究
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摘要
引述是人类语言使用的普遍现象。引述是引用者对第三人称话语或思想的转述。引述作为说理论证的重要手段,常常用于论说文中以增强论说的可靠性、权威性以及客观性。适当的引述可以增加论说文的信服力。与引述方式、引述动词一样,引述来源也是研究引述的一个重要方面。引述来源,即被引述话语的来源。在引述语中,引述来源可以是确定的,也可以是模糊的。引述来源的模糊性能够直接影响引语的可靠性和权威性,进而影响论说文中论证的客观性和可靠性。对中国英语学习者而言,能否在论说文中恰当地使用模糊引述来源是其写作能力的体现,能够直接影响其论证效果。近年来,诸多学者对学术语篇和新闻语篇中的引述现象进行了较多的探讨,而论说文中的引述并没有得到足够的重视。研究范围也从引述方式扩展到引述动词,从引述结构到引述的语用功能。目前,关于引述来源的研究并不多,多集中于对新闻语篇中消息来源的探讨,引述来源的模糊性更是鲜有研究。因此,本文旨在研究中国英语学习者在论说文中使用引述时对引述来源模糊化的现象。
在广泛介绍引述及模糊性的定义的基础上,本文探讨了引述来源的模糊性与论说文论证之间的关系,对中国英语学习者使用模糊引述来源的现象进行分析并提出教学建议,以期完善英语写作教学,提高学生论说文写作能力。此项研究的研究问题为：一、总体上看,中国英语学习者在使用模糊引述来源方面与本族语者相比有哪些特点；二、不同水平的中国英语学习者在使用模糊引述来源时有何异同,是否随英语水平的提高而产生变化。
本研究基于中国学生英语笔语语料库中的英语专业论说文所建的语料库(WECCL-A)以及英语本族语者在线语料库(NESSIE1.0),采用AntConc3.2.4w和对数似然比计算器,对两库中模糊引述来源的使用频率及分布进行对比统计分析。研究结果表明：(1)a.与本族语者相比,中国英语学习者在引述中过多使用模糊引述来源,且差异显著；b.从模糊引述来源的实现形式来看,中国英语学习者更多地使用词汇模糊形式,而较少使用句法模糊形式；(2)不同水平的中国英语学习者在使用模糊引述来源时差别不大,模糊引述来源出现的标准频率相近,其不同实现形式的分布也是相近的,模糊引述源的使用并未随英语水平的提高而产生显著差异。
鉴于此,笔者对大学英语写作教学提出了一些建议,希望能够提高英语学习者对模糊引述来源的认识,从而提高他们的论说文写作水平。
Reporting is a common phenomenon in human languages. It is the speaker or writer's citation of others' utterances or thinkings. Reporting, as an important method of reasoning and argumentation, is frequently used in argumentative writings aiming at achieving credibility, authority and objectivity of their arguments. Proper reporting can make argumentation more convincing. Reporting source, as well as reporting mode and reporting verbs, is also a crucial aspect of researching reporting. Reporting source, namely the source of reported speech or the sender of reported speech, can be either precise and definite or vague and indeterminate. Vagueness in reporting source can affect the reported speech's credibility and authority directly, and further have an impact on the objectivity and credibility of argumentation. As far as Chinese English learners are concerned, whether they can use vague reporting source properly embodies their writing ability and has an immediate impact on the effect of argumentation. Previous studies explore reporting from reporting mode to reporting verbs, from reporting structure to the pragmatic functions of reporting and reporting verbs. Reporting phenomenon in academic writings and news reports has aroused scholars'attention. However, few studies on vague reporting source can be found. Therefore, this thesis is an analysis of vagueness in reporting source in Chinese English learners'reporting speech when reporting is employed in their argumentative writings.
Giving a comprehensive description of definitions of reporting and vagueness, and the relationship between vague reporting source and argumentation, the study intends to reveal the present status of employing vague reporting source in Chinese student's writings and shed light on writing teaching, to help Chinese English learners to write better argumentative compositions. To achieve this, the following questions are considered:
Research Question1:What are the overall using features of vague reporting source in Chinese English learners'argumentative writings?
Research Question2:What are the features of vague reporting source use by Chinese English learners with different proficiency level?
Based on Chinese learners'corpus WECCL-A and native speakers'corpus NESSIE1.0, by employing softwares like AntConc3.2.4w and Log-likelihood Ratio Calculator, this study analyzes the frequencies and distributions of vague reporting source. The findings of the research reveal:(1) a. Chinese English learners overuse vague reporting source in reporting speeches in comparison with native speakers, and the difference is significantly different; b. From the perspective of two different devices of vaguing the reporting source, the lexical device of vaguing the reporting source is more often used by Chinese English learners, while the native speakers are good at using syntactic devices;(2) There is no obvious difference in using vague reporting source between low-level Chinese English learners and high-level Chinese English learners. The normalized frequencies of vague reporting source in the low-level students' writings and high-level students' writings are similar. The distributions of different vague reporting source realizations are similar as well. Chinese learners' use of vague reporting source is not affected by their language proficiency.
Therefore, the present author puts forward some pedagogical suggestions for writing teaching of reporting source use in argumentative writings. It is expected to improve their awareness of using vague reporting source properly and their argumentative writing ability.
在广泛介绍引述及模糊性的定义的基础上,本文探讨了引述来源的模糊性与论说文论证之间的关系,对中国英语学习者使用模糊引述来源的现象进行分析并提出教学建议,以期完善英语写作教学,提高学生论说文写作能力。此项研究的研究问题为：一、总体上看,中国英语学习者在使用模糊引述来源方面与本族语者相比有哪些特点；二、不同水平的中国英语学习者在使用模糊引述来源时有何异同,是否随英语水平的提高而产生变化。
本研究基于中国学生英语笔语语料库中的英语专业论说文所建的语料库(WECCL-A)以及英语本族语者在线语料库(NESSIE1.0),采用AntConc3.2.4w和对数似然比计算器,对两库中模糊引述来源的使用频率及分布进行对比统计分析。研究结果表明：(1)a.与本族语者相比,中国英语学习者在引述中过多使用模糊引述来源,且差异显著；b.从模糊引述来源的实现形式来看,中国英语学习者更多地使用词汇模糊形式,而较少使用句法模糊形式；(2)不同水平的中国英语学习者在使用模糊引述来源时差别不大,模糊引述来源出现的标准频率相近,其不同实现形式的分布也是相近的,模糊引述源的使用并未随英语水平的提高而产生显著差异。
鉴于此,笔者对大学英语写作教学提出了一些建议,希望能够提高英语学习者对模糊引述来源的认识,从而提高他们的论说文写作水平。
Reporting is a common phenomenon in human languages. It is the speaker or writer's citation of others' utterances or thinkings. Reporting, as an important method of reasoning and argumentation, is frequently used in argumentative writings aiming at achieving credibility, authority and objectivity of their arguments. Proper reporting can make argumentation more convincing. Reporting source, as well as reporting mode and reporting verbs, is also a crucial aspect of researching reporting. Reporting source, namely the source of reported speech or the sender of reported speech, can be either precise and definite or vague and indeterminate. Vagueness in reporting source can affect the reported speech's credibility and authority directly, and further have an impact on the objectivity and credibility of argumentation. As far as Chinese English learners are concerned, whether they can use vague reporting source properly embodies their writing ability and has an immediate impact on the effect of argumentation. Previous studies explore reporting from reporting mode to reporting verbs, from reporting structure to the pragmatic functions of reporting and reporting verbs. Reporting phenomenon in academic writings and news reports has aroused scholars'attention. However, few studies on vague reporting source can be found. Therefore, this thesis is an analysis of vagueness in reporting source in Chinese English learners'reporting speech when reporting is employed in their argumentative writings.
Giving a comprehensive description of definitions of reporting and vagueness, and the relationship between vague reporting source and argumentation, the study intends to reveal the present status of employing vague reporting source in Chinese student's writings and shed light on writing teaching, to help Chinese English learners to write better argumentative compositions. To achieve this, the following questions are considered:
Research Question1:What are the overall using features of vague reporting source in Chinese English learners'argumentative writings?
Research Question2:What are the features of vague reporting source use by Chinese English learners with different proficiency level?
Based on Chinese learners'corpus WECCL-A and native speakers'corpus NESSIE1.0, by employing softwares like AntConc3.2.4w and Log-likelihood Ratio Calculator, this study analyzes the frequencies and distributions of vague reporting source. The findings of the research reveal:(1) a. Chinese English learners overuse vague reporting source in reporting speeches in comparison with native speakers, and the difference is significantly different; b. From the perspective of two different devices of vaguing the reporting source, the lexical device of vaguing the reporting source is more often used by Chinese English learners, while the native speakers are good at using syntactic devices;(2) There is no obvious difference in using vague reporting source between low-level Chinese English learners and high-level Chinese English learners. The normalized frequencies of vague reporting source in the low-level students' writings and high-level students' writings are similar. The distributions of different vague reporting source realizations are similar as well. Chinese learners' use of vague reporting source is not affected by their language proficiency.
Therefore, the present author puts forward some pedagogical suggestions for writing teaching of reporting source use in argumentative writings. It is expected to improve their awareness of using vague reporting source properly and their argumentative writing ability.
引文
Anderson, D. Truth and Interpretation. Oxford:Clarendon Press,1985.
Banfield, A. "Narrative style and the grammar of direct and indirect speech". Foundations of language,1973 (10):1-39.
Banfield, A. Unspeakable Sentences:Narration and Representation in the language of fiction. Boston:Routledge and Kegan Paul,1982.
Bergler, S. Evidential Analysis of Reported Speech. Boston:Brandeis University, 1992.
Biber D et al. Longman Grmmar of Spoken and Written English. Beijing:Foreign Language Teaching and Research Press,2000.
Blyth C Jr et al.""I'm like,'say what?!'"A new quotative in American oral narrative". American Speech,1990 (3):215-227.
Brown, P.& Levinson, S. Politeness:Some universals in language usage. Cambridge University Press,1987.
Channell, J. Vague Language. Oxford:Oxford University Press,2000.
Corder, S. "Idiosyncratic Dialects and Error Analysis". Journal of International Review of Applied Linguistics,1971 (2):149-159.
Coulmas, F. "Direct and indirect speech:general problems and problems of Japanese". Journal of Pragmatics,1985 (9):41-63.
Davidson, D. "Inquires into Truth and Interpretation". In Davidson, D. (ed.), Philosophical Essays. Oxford:Oxford University Press,2001.
Dixon, R. M. W. A New Approach to English Grammar:On Semantic Principles. Oxford:Clarendon Press,1991.
Dunning, Ted. "Accurate methods for the statistics of surprise and coincidence". Computational Linguistics,1993 (1):61-74.
Ehrlich, S. Point of View:A Linguistic Analysis of Literary Style. London and NewYork:Routledge,1990.
Fishman, M. Manufacturing the News. Austin:University of Texas Press,1980.
Geach, P. T. "Quotation and qualification". In Geach, P. T. (ed.), Logic Matters. Oxford:Blackwell Publishers,1972.
Geis, M. L. The language of politics. New York:Springer-Verlag,1987.
Halliday, M. A. K. An Introduction to Functional Grammar. London:Arnold,1985.
Hubler, A. Understatements and Hedges in English. Amsterdam:Benjamin,1983.
Hunston, S. "Evaluationand the Planes of Discourse:Status and Value in Persuasive Text". In S. Hunston & G. Thompson (eds.) Evaluation in Text:Authorial Stance and the Construction of Discourse. Oxford:Oxford University,1973.
Hyland, K. "Writing Without Conviction? Hedging in Science Research Articles". Applied Linguistics,1996 (4):433-454.
Hyland, K. Hedging in Scientific Research Articles. Amsterdam & Philadelphia:John Benjamins Publishing Co,1998.
Hyland, K. "Academic attribution:Citation and the construction ofdisciplinary knowledge". Applied Linguistics,1999 (3):341-367.
Kempson, R. M. SemanticTheory. Cambridge:Cambridge University Press,1977.
Lakoff, G "Hedges:A Study in Meaning Criteria and the Logic of Fuzzy Concepts". Chicago Linguistic Society Papers,1972(4):183-228.
Leech, G. N.& M. Short. Style in Fiction. London:Longman,1981.
Mauranen, A. "Hedging in Language Revisers' Hands". In Markkanen, R.& Schroder, H. (eds), Hedging and discourse:Approach to the analysis of a pragmatic phenomenon in academic texts. Berlin and New York:Walter de Gruyter,1997.
Olga D. Reporting Verbs as Iindicators of Stance in Academic Discourse. http://www.muni.cz/research/publications/806969,2008.
Page, N. "Forms of speech in fiction". In N. Page (ed.) The Language of Literature. London:Macmillan Press,1973.
Partee, B. H. "The syntax and semantics of quotation". In P. Kiparsky and S. Anderson (eds.), A Festschrift for Morris Halle. New York:Holt,1973.
Peirce, C. S. "Vagueness". In Baldwin, M. (ed.), Dictionary of Philosophy and Psychology Ⅱ. London:Macmillan,1902.
Pery-Woodley, M. M. "Contrasting discourses:contrastive analysis and a discourse approach to writing". Language Teaching,1990 (23):143-151.
Quine, W. V. Mathematical Logic. Cambridge, MA:Harvard University Press,1951.
Quirk, R. et al. A Comprehensive Grammar of the English language. London: Longman,1985.
Shachter, J. "An error in Error Analysis". Language Learning,1974 (2):205-214.
Shaw, P. "Reasons for the correlation of voice, tense, and sentence function inreporting verbs". Applied linguistics,1992 (3):302-319.
Swales, J. Genre analysis:English in academic and research settings. Cambridge: Cambridge University Press,1990.
Tannen D. "Introducing constructed dialogue in Greek and American conversationl and literary narrative". In Coulmas F (ed.), Direct and Indirect Speech. Amsterdam:De Gruyter,1986.
Thomas, S.& Hawes, T. P. "Reporting verbs in medical journal articles". English for Specific Purposes,1994(2):129-148.
Thompson, G. Collins Cobuild English guides 5:Reporting. London:Harper Collins Publishers,1994.
Thompson, G "Voices in the text:discourse perspectives on language reports". Applied Linguistics,1996 (4):501-530.
Thompson, P. "Citation practices in Ph.D. theses". In L. Burnard & T. McEnery (Eds.), Rethinking language pedagogy from a corpus perspective. Frankfurt:Peter Lang,2000.
Ullmann. Semantics:an Introduction to the Science of Meaning. U.S.:Barnes and Noble,1962.
Volosinov, V. N. Marxism and the Philosophy of Language. Cambridge, MA:Harvard University Press,1929/1973/1986.
Volosinov, V. N. "Reported speech". In L. Matejka and K. Pomorska (eds.), Readings in Russian Poetics. Ann Arbor, MI:Michigan Slavic Contributions,1978.
Yagisawa, T. "A somewhat Russellian theory of intensional contexts". In James E.Tomberlin (ed.), Mind, Causation, and World, Vol. Ⅱ. Oxford:Blackwell Publishers,1997.
Zadeh, L. A. Fuzzy Sets. Boston:Kluwer Academic Publishers,1965.
Zhang Qiao. "Fuzziness-vagueness-generality-ambiguity". Journal of Pragmatics, 1998 (3):13-31.
陈明芳.英语博士学位论文文献综述中的转述.厦门：厦门大学,2006.
陈崇崇.英语学术论文中引述动词的时态形式及其意义.外国语言文学,2010(2)：82-91.
陈建林.基于语料库的引述动词研究及其对英语写作教学的启示.外语界,2011(6)：40-48.
高俊霞.新闻话语中的引语研究.上海：华东师范大学,2006.
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周平宇.胡家英.英语新闻语篇中的转述动词.南京林业大学学报,2010(1)：93-96.
Banfield, A. "Narrative style and the grammar of direct and indirect speech". Foundations of language,1973 (10):1-39.
Banfield, A. Unspeakable Sentences:Narration and Representation in the language of fiction. Boston:Routledge and Kegan Paul,1982.
Bergler, S. Evidential Analysis of Reported Speech. Boston:Brandeis University, 1992.
Biber D et al. Longman Grmmar of Spoken and Written English. Beijing:Foreign Language Teaching and Research Press,2000.
Blyth C Jr et al.""I'm like,'say what?!'"A new quotative in American oral narrative". American Speech,1990 (3):215-227.
Brown, P.& Levinson, S. Politeness:Some universals in language usage. Cambridge University Press,1987.
Channell, J. Vague Language. Oxford:Oxford University Press,2000.
Corder, S. "Idiosyncratic Dialects and Error Analysis". Journal of International Review of Applied Linguistics,1971 (2):149-159.
Coulmas, F. "Direct and indirect speech:general problems and problems of Japanese". Journal of Pragmatics,1985 (9):41-63.
Davidson, D. "Inquires into Truth and Interpretation". In Davidson, D. (ed.), Philosophical Essays. Oxford:Oxford University Press,2001.
Dixon, R. M. W. A New Approach to English Grammar:On Semantic Principles. Oxford:Clarendon Press,1991.
Dunning, Ted. "Accurate methods for the statistics of surprise and coincidence". Computational Linguistics,1993 (1):61-74.
Ehrlich, S. Point of View:A Linguistic Analysis of Literary Style. London and NewYork:Routledge,1990.
Fishman, M. Manufacturing the News. Austin:University of Texas Press,1980.
Geach, P. T. "Quotation and qualification". In Geach, P. T. (ed.), Logic Matters. Oxford:Blackwell Publishers,1972.
Geis, M. L. The language of politics. New York:Springer-Verlag,1987.
Halliday, M. A. K. An Introduction to Functional Grammar. London:Arnold,1985.
Hubler, A. Understatements and Hedges in English. Amsterdam:Benjamin,1983.
Hunston, S. "Evaluationand the Planes of Discourse:Status and Value in Persuasive Text". In S. Hunston & G. Thompson (eds.) Evaluation in Text:Authorial Stance and the Construction of Discourse. Oxford:Oxford University,1973.
Hyland, K. "Writing Without Conviction? Hedging in Science Research Articles". Applied Linguistics,1996 (4):433-454.
Hyland, K. Hedging in Scientific Research Articles. Amsterdam & Philadelphia:John Benjamins Publishing Co,1998.
Hyland, K. "Academic attribution:Citation and the construction ofdisciplinary knowledge". Applied Linguistics,1999 (3):341-367.
Kempson, R. M. SemanticTheory. Cambridge:Cambridge University Press,1977.
Lakoff, G "Hedges:A Study in Meaning Criteria and the Logic of Fuzzy Concepts". Chicago Linguistic Society Papers,1972(4):183-228.
Leech, G. N.& M. Short. Style in Fiction. London:Longman,1981.
Mauranen, A. "Hedging in Language Revisers' Hands". In Markkanen, R.& Schroder, H. (eds), Hedging and discourse:Approach to the analysis of a pragmatic phenomenon in academic texts. Berlin and New York:Walter de Gruyter,1997.
Olga D. Reporting Verbs as Iindicators of Stance in Academic Discourse. http://www.muni.cz/research/publications/806969,2008.
Page, N. "Forms of speech in fiction". In N. Page (ed.) The Language of Literature. London:Macmillan Press,1973.
Partee, B. H. "The syntax and semantics of quotation". In P. Kiparsky and S. Anderson (eds.), A Festschrift for Morris Halle. New York:Holt,1973.
Peirce, C. S. "Vagueness". In Baldwin, M. (ed.), Dictionary of Philosophy and Psychology Ⅱ. London:Macmillan,1902.
Pery-Woodley, M. M. "Contrasting discourses:contrastive analysis and a discourse approach to writing". Language Teaching,1990 (23):143-151.
Quine, W. V. Mathematical Logic. Cambridge, MA:Harvard University Press,1951.
Quirk, R. et al. A Comprehensive Grammar of the English language. London: Longman,1985.
Shachter, J. "An error in Error Analysis". Language Learning,1974 (2):205-214.
Shaw, P. "Reasons for the correlation of voice, tense, and sentence function inreporting verbs". Applied linguistics,1992 (3):302-319.
Swales, J. Genre analysis:English in academic and research settings. Cambridge: Cambridge University Press,1990.
Tannen D. "Introducing constructed dialogue in Greek and American conversationl and literary narrative". In Coulmas F (ed.), Direct and Indirect Speech. Amsterdam:De Gruyter,1986.
Thomas, S.& Hawes, T. P. "Reporting verbs in medical journal articles". English for Specific Purposes,1994(2):129-148.
Thompson, G. Collins Cobuild English guides 5:Reporting. London:Harper Collins Publishers,1994.
Thompson, G "Voices in the text:discourse perspectives on language reports". Applied Linguistics,1996 (4):501-530.
Thompson, P. "Citation practices in Ph.D. theses". In L. Burnard & T. McEnery (Eds.), Rethinking language pedagogy from a corpus perspective. Frankfurt:Peter Lang,2000.
Ullmann. Semantics:an Introduction to the Science of Meaning. U.S.:Barnes and Noble,1962.
Volosinov, V. N. Marxism and the Philosophy of Language. Cambridge, MA:Harvard University Press,1929/1973/1986.
Volosinov, V. N. "Reported speech". In L. Matejka and K. Pomorska (eds.), Readings in Russian Poetics. Ann Arbor, MI:Michigan Slavic Contributions,1978.
Yagisawa, T. "A somewhat Russellian theory of intensional contexts". In James E.Tomberlin (ed.), Mind, Causation, and World, Vol. Ⅱ. Oxford:Blackwell Publishers,1997.
Zadeh, L. A. Fuzzy Sets. Boston:Kluwer Academic Publishers,1965.
Zhang Qiao. "Fuzziness-vagueness-generality-ambiguity". Journal of Pragmatics, 1998 (3):13-31.
陈明芳.英语博士学位论文文献综述中的转述.厦门：厦门大学,2006.
陈崇崇.英语学术论文中引述动词的时态形式及其意义.外国语言文学,2010(2)：82-91.
陈建林.基于语料库的引述动词研究及其对英语写作教学的启示.外语界,2011(6)：40-48.
高俊霞.新闻话语中的引语研究.上海：华东师范大学,2006.
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