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Use of DMs by Chinese College English Majors and Oral Performance

Author: ChenJianChun
Tutor: LiuZuo
School: Nanchang University
Course: Foreign Linguistics and Applied Linguistics
Keywords: Discourse Markers Type and frequency Output quality
CLC: H319
Type: Master's thesis
Year: 2007
Downloads: 242
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Abstract


Overall coherence of the discourse marker discourse and building plays an important role. Use the markup language spoken second language learners, scholars have done some research, most of these studies, however, thinking, lack of sufficient empirical basis, especially on second language spoken output quality with the use of the markup language The relationship between lack of empirical research. This study is to investigate the use of Chinese English Majors discourse marker from a quantitative and qualitative perspective of what relevance the use of various types of markup language spoken quality exists. The specific research questions are as follows: 1) discourse marker use compared with native speakers What are the characteristics of Chinese English Majors? 2) high school students, and students with low packet discourse marker use What are the differences in the quality and quantity of ? 3) the use of various types of discourse marker spoken output quality between what relationship? Chinese students Spoken and Written English Corpus Spoken corpus comes mainly from sub-library (SECCL), with reference to the corpus for the British National Corpus spoken part (BNC) . Thesis with reference to the classification of Fraser and Wang non-discourse marker, it is divided into: the logic class markup language, the modal class markup language, no clear sense populate the language and meaning of the four major categories filled language. Vocabulary retrieve items) frequency in SECCL and BNC corpus retrieval software AntConc3.2 retrieve four major categories markup language (a total of 98, to examine the Chinese students in the use of markup language which characteristics compared with the native language; Chinese students' professional four oral exam taken in SECCL high scores and low scores, a total of 163 recordings onto the written text, constitute a sample corpus, and then use SPSS13.0 T-test for independent samples to analyze the high group and low group students The spoken discourse marker use of the similarities and differences. Finally, the use of SPSS13.0 Pearson correlation analysis to examine the markup language usage with spoken quality is what kind of relationship exists. The main findings are as follows: 1) compared to the markup language spoken Chinese students with native speakers quite different: the Chinese students to the excessive use of a few of the discourse marker, in the native language in the higher frequency discourse marker is rarely used. 2) the high group and low group of students there are big differences in the use of the discourse marker: high school students, use more logic-based markup language to achieve coherence of discourse; high group and low group students spend more The modal classes Markers particularly like to express their personal views, comments and attitudes through the repeat markers language I think. High school students, more adept at using strategic filled language, such as you know, and I mean to win more time to think to organize discourse and keep the discourse fluency, and low packet use some more meaningless filled language, such as um and uh, to maintain the ongoing discourse. 3) The correlation statistical analysis: the use of logic class markup language spoken output quality there is a high degree of positive correlation; the modal class markup language and meaningless filler language and spoken language output quality is negatively correlated, but the correlation is not very significant; strategic filled language and spoken language output quality is positively related to a significant correlation. This study for teachers more comprehensive analysis of the factors that affect students' proficiency in spoken English provide a basis to help more effectively to improve oral English teaching; same time, the study also have some inspiration in the assessment of the oral test. If the computer can automatically identify the various types of discourse marker, then the test results of this study will people opportunities if the assessment of the students' oral test to provide a theoretical reference.

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CLC: > Language, writing > FOREIGN > English > Language teaching
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