性别因素对中国高水平英语学习者请求策略的影响一项对英语学习者英汉请求策略的对比研究硕士学位论文.docx
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性别因素对中国高水平英语学习者请求策略的影响一项对英语学习者英汉请求策略的对比研究硕士学位论文.docx
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性别因素对中国高水平英语学习者请求策略的影响一项对英语学习者英汉请求策略的对比研究硕士学位论文
南京大学
研究生毕业论文
(申请硕士学位)
论文题目性别因素对中国高水平英语学习者请求策略的影响---一项对英语学习者英、汉请求策略的对比研究
专业名称英语语言文学
研究方向语用学
GenderEffectsonAdvancedChineseEFLLearners’RequestStrategies--
AContrastiveStudyofRequestStrategiesinChineseandEnglish
by
MaXinjian
UndertheSupervisionof
ProfessorChenXinren
SubmittedinPartialFulfillmentoftheRequirements
FortheDegreeofMasterofArts
EnglishDepartment
SchoolofForeignStudies
NanjingUniversity
May4,2008
Iherebydeclarethatthissubmissionismyownworkandthat,tothebestofmyknowledgeandbelief,itcontainsnomaterialpreviouslypublishedorwrittenbyanotherpersonormaterialwhichhastoasubstantialextentbeenacceptedfortheawardofanyotherdegreeordiplomaatanyuniversityorotherinstituteofhigherlearning,exceptwheredueacknowledgementhasbeenmadeinthetext.
Signature:
Name:
MaXinjian
Date:
May4,2008
Acknowledgements
Iwouldliketotakethisopportunitytoexpressmyheartfeltgratitudetothosewhohaveofferedmeallkindsofhelpincompletingthisthesis.
First,mydeepestgratitudegoestomysupervisorProfessorChenXinren,whohasbeenhelpingmeallthewaythroughthedesign,developmentandrevisionofthethesis.Hehasofferedmegreathelpinchoosingthepresenttopic,providedconstructivesuggestionsforanalyzingthedataandtakengreatpainsreadingmythesisdraftbydraft.Withouthisencouragementandadvice,Icouldnothavecompletedthisthesis.
Myheart-feltthanksalsogotoProfessorDingYanren,whoequippedmewiththebasicknowledgeinthefieldofSLA,ProfessorWangWenyu,whotaughtmehowtodevelopaM.Athesisfromthefirststepoffindinganissuetillwritingupawholethesisintheseminar,andDoctorDonSnow,whoseexpertinstructionandinsightfulsuggestionsintheseminarofthesiswritinghavecontributedagreatdealtothisthesis.
Ialsoowegreatthankstomyformerforeignteacher,Mr.ChrisWhite.HeboughtmeaverybeneficialreferencebookintheUSA.Iamalsogratefulforthesubjectswhoparticipatedinthesurvey.Theyincludemy25classmatesintheEnglishdepartmentofNanjingUniversity,myfriendLiuJiaqinandher12classmatesinLiaoningUniversity,myformercolleagueLiXiaoandhis9classmatesinOceanUniversityofChina,myfriendZhouNaandher12classmatesinEastChinaNormalUniversity.Withouttheirgenerouscooperation,Icouldnothavecollectedtheneededdata.
Mythanksshouldalsogotomyclassmateswhoprovidedmewithvaluablesuggestionsinchoosingthisresearchtopicandhowtoanalyzethecomplicateddataduringtheone-yearseminar.
Lastbutnotleast,mygratitudeshouldalsogotomyparentsfortheircareandmyhusbandSunChengfuforhiseverlastingspiritualandconstanttechnologicalsupportintheprocessofthedataanalysis.Withouttheirlove,thisthesiscouldnothavetakenitspresentshape.
M.X.J.
TableofContents
Acknowledgementsii
ListofFiguresv
ListofTablesvi
ListofAbbreviationsvii
ChapterOneINTRODUCTION1
1.1ObjectoftheStudy1
1.2NeedfortheStudy1
1.3SignificanceoftheStudy3
1.4StructureoftheThesis4
ChapterTwoLITERATUREREVIEW6
2.1RelatedStudiesonLinguisticDifferencesbetweenMaleandFemaleSpeakers6
2.2TheSpeechActofRequests9
2.2.1RequestsasFace-threateningSpeechActs9
2.2.2LinguisticRealizationofRequests10
2.2.3CategorizationsofRequestStrategies12
2.2.4Politenessvs.IndirectnessofRequests17
2.3KeyTermsinThisThesis19
2.3.1Politeness:
PositivePolitenessvs.NegativePoliteness19
2.3.2PragmalinguisticCompetencevs.SociopragmaticCompetence19
2.4RelatedStudiesonChineseEFLLearners’PragmaticCompetence21
2.5Summary22
ChapterThreeMETHEDOLODY25
3.1ResearchQuestions25
3.2Subjects27
3.3DataCollection28
3.3.1ThePreliminaryStudy28
3.3.2TheInstrument30
3.4DataAnalysis32
ChapterFourRESULTSandDISCUSSION33
4.1RequestStrategiesUsedbyMaleandFemaleLearners33
4.1.1Directnessvs.Indirectness34
4.1.2InternalModificationEmployed38
4.1.3ExternalModificationEmployed44
4.2GenderEffectsonMaleandFemaleEFLLearners’Requests48
4.2.1GenderEffectsonEFLLearners’RequestStrategies48
4.2.2GenderEffectsonEFLLearners’UseofInternalModifications52
4.2.3GenderEffectsonEFLLearners’UseofExternalModifications53
4.3EffectsofSocialVariablesonEFLLearners’RequestStrategies54
4.3.1EffectsoftheImpositionSizeofRequestsonEFLLearners’RequestStrategies54
4.3.2EffectsoftheSocialStatusonEFLLearners’RequestStrategies57
4.4SummaryandDiscussion60
ChapterFiveCONCLUSION62
5.1MajorFindings62
5.2ImplicationsoftheStudy63
5.3LimitationsoftheStudy64
5.4AreasforFurtherStudy65
References66
AppendixI69
AppendixII71
ListofFigures
Figure1:
InternalModificationintheHeadActsofRequests11
Figure2:
ExternalModificationinRequests12
Figure3:
PolitenessStrategiesforDoingFTAs13
Figure4:
DirectnessLevelsintheHeadActsofRequests14
Figure5:
RequestStrategyTypes(S.Blum-Kulka&E.Olshtain,1989)15
Figure6:
CategoriesofMainRequestStrategiesUsedbySpeakersofPRC17
ListofTables
Table1:
RequestStrategiesClassifiedbyTrosborg(1995,p.205)16
Table2:
BackgroundInformationoftheSubjects28
Table3:
ContextualizationoftheRequestSituationsforMaleSubjects30
Table4:
TheContextualizationoftheRequestSituationsforFemaleSubjects30
Table5:
DirectnessLevelsinEFLLearners’RequestsinTheirL1andL235
Table6:
MeansandStandardDeviationofStrategiesUsedbyEFLLearnersinTheirL1andL236
Table7:
SyntacticDowngradersUsedinTheirL1byEFLLearners38
Table8:
LexicalDowngradersUsedinTheirL1byEFLLearners39
Table9:
SyntacticDevicesUsedinEnglishRequestsbyEFLLearners40
Table10:
LexicalDevicesUsedinEnglishRequestsbyEFLLearners41
Table11:
InternalModificationsUsedbyEFLLearnersinTheirL1andL243
Table12:
MeansandStandardDeviationoftheInternalModificationsUsedbyEFLLearnersinTheirL1andL243
Table13:
SupportiveMovesUsedinChineseRequestsbyEFLLearners45
Table14:
SupportiveMovesUsedinEnglishRequestsbyEFLLearners46
Table15:
MeansandStandardDeviationoftheExternalModificationUsedinTheirL1andL2byEFLLearners47
Table16:
EffectsoftheGenderoftheRequestees’ontheDirectnessLevelsofEFLLearners’RequestStrategies49
Table17:
DistributionsofInternalModificationsUsedbyEFLLearnerstowardsTheirFemaleandMaleRequesteesinTheirL1andL252
Table18:
ExternalModificationsUsedbyEFLLearnerstowardsTheirFemaleandMaleRequesteesinTheirL1andL253
Table19:
EffectsoftheImpositionSizeonEFLLearners’StrategiesinTheirL1andL255
Table20:
EffectsoftheSocialStatusoftheRequesteeonEFLLearners’StrategiesinTheirL1andL258
ListofAbbreviations
Conv.Indirect…………………………………….……….……ConventionallyIndirect
DCT……………………………………..………...…..……DiscourseCompletionTask
EFL…...............................................................................EnglishasaForeignLanguage
FTA……………………………………………………………….Face-threateningActs
ILP…………………………………………………………….InterlanguagePragmatics
SLA………………………………………...…………….SecondLanguageAcquisition
Sup.Moves…………………………………………………………...SupportiveMoves
Unconv.Indirect……………………………………………...UnconventionallyIndirect
ASTRACT
GenderEffectsonAdvancedChineseEFLlearners’RequestStrategies---
AComparativeStudyofRequestStrategiesinChineseandEnglish
MaXinjian
ThisthesisreportsastudyonhowthegenderoftherequesterandrequesteeaffectsadvancedChineseEFLlearners’useofrequeststrategiesintheirL1andL2.ItinvestigateswhetherthegenderdifferencesmaleandfemalelearnersdemonstratewhenmakingrequestsintheirL1arealsofoundwhenperformingthemintheirL2andexaminestheeffectsofothercontextualvariablesontheiruseofrequeststrategiesintheirL1andL2respectively.Thesubjectsare60M.Acandidates(30malesand30females)majoringinEnglishLanguageandLiteraturefromfouruniversities:
NanjingUniversity,OceanUniversityofChina,EastChinaNormalUniversity,andLiaoningUniversity.ThedataarecollectedmainlyviaawrittenDCTandretrospectiveinterviews.Altogether238requestsarecollectedfrom30malelearnersinChineseand238requestsinEnglish;239requestsarecollectedfrom30femalelearnersinChineseand239requestsinEnglish.Theserequestsareanalyzedintermsofdirectnesslevel,internalmodificationandexternalmodification.Thefindingsaresummarizedasfollows:
1.Onthewhole,thefemaleEFLlearnersareconsistentlymoresensitivetotheface-threateningacts,thusmorepoliteandindirectwhentheyperformthespeechactofrequestingintheirL1andL2.EspeciallyintheirL2,theydemonstratesignificantdifferencesfrommalelearnersintermsofusingconventionallyindirectstrategies,internalmodificationsandexternalmodifications.Theyaremorepolite,bothnegativelyandpositively,thanmale
learners.
2.Bothmaleandfemalelearnersaresensitivetothegenderoftheirrequesteesandvarytheirrequeststrategiesaccordingly.Comparedwithfemalelearners,malelearnersaremoresensitivetothegenderoftheirrequestees:
theytendtobemorepoliteandindirectintermsofdirectnesslevelswhentheymakerequeststowardfemalerequesteesthantowardsmalerequestees.IntheirL1andL2performance,femalelearnersaremorepoliteandindirecttowardstheirfemalerequest
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- 关 键 词:
- 性别 因素 中国 水平 英语 学习者 请求 策略 影响 一项 英汉 对比 研究 硕士学位 论文
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