基于学习者语料库对比让步连接副词的对比研究

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英语学习者口语中连接副词使用情况的语料库调查

英语学习者口语中连接副词使用情况的语料库调查
刘国兵
【期刊名称】《河南工业大学学报（社会科学版）》
【年(卷),期】2008(004)002
【摘要】以连接副词为研究对象,通过对比学习者口语语料库和母语口语语料库,探讨我国大学英语学习者在英语口语中使用连接副词的特点,并对其在连接副词的使用上表现出的非母语性进行客观描述.
【总页数】3页(P92-94)
【作者】刘国兵
【作者单位】河南师范大学,外国语学院,河南,新乡,453007
【正文语种】中文
【中图分类】H319
【相关文献】
1.基于语料库的中国高级英语学习者程度副词使用情况调查 [J], 宋亚军;贺红艳
2.英语学习者连接副词使用的语料库考察——以对比/让步连接副词为例 [J], 施建刚;邵斌
3.非英语专业学习者笔语中连接副词使用的语料库研究 [J], 陈爱兵
4.中国英语学习者写作中连接词使用情况的语料库分析 [J], 李慧
5.母语、二语学习者学术写作中连接副词使用特征研究——基于同质同源语料库的调查 [J], 汪琴;
因版权原因，仅展示原文概要，查看原文内容请购买。

中国英语学习者短语动词使用情况研究——基于学习者语料库对比研究

语学习者与中国学习者的对比，语义透明的短语动词与语义模糊的短语动词使用情况的对比以及短语动词在中国学习者书面语和口语中使用情况的对比，研究结果显示短语动词自身的语义特点以及习得顺序对中国学习者的使用影响较大。此，本研究还发现短语动词在中国学习者的书面语中使用更为频繁，这与本族语者恰恰相反。根据以上特征，文章最外
ｍａｅｄ）ｋｏ
采用语料库研究的基本技术手段和方法，依据参照语料库和学习者语料库在一系列维度上的相关数据，概括中介语与本族语之间的差异、中介语的模式和学习者行为
取向，发掘中间语的非本族语特征，并探讨导致这些特征的背后原因（乃兴，２０）卫０６，Ｌｕｅ与Ｅｉｓｎ（９３ａｆｒｌｓｏ１９）将短语动ａ
词分为以下类：（）语义透明型：动词和小品词（词或副词）都保１介
国学习者在使用短语动词时所呈现的特点。
收稿日期：０１４— ９２１ —００
— —
基于学习者语料库对比研究
袁薇
（上海交通大学外国语学院，中国上海２０４）０２０
摘
要：本研究旨在利用ＬＣＳ，ＣＥＣＳＣ对中国英语学习者短语动词的使用情况进行探究。通过本族ＯＮＥＳＬＣ，ＯＬＥ
词可分为四类，分别为：
（）动词＋副词小品词（．．ｐｃｐａｒｕ）１ｅｇｉｕ，ｃｒｙｏｔｋ（）动词＋介词（．１ｏｔｏｋｕ２ｅｇｏｋａ，ｌｐｏ（）动词＋小品词＋介词（．ｇｔｗｙｗｔ）３ｅｇｅａａｉｈ（）其他类（．．ｔｋｏｋａ，ｔｋｎｏａｃｕｔ４ｅｇａｅａｌｔａｅｉｔｃｏｎ，ｏ

大学生英语写作中连接词用法的语料库对比分析

２０11
科研园地
No. 5
Ｓｅｒｉａｌ No.54
大学生英语写作中连接词用法的语料库对比分析
李萍（广州大学外国语学院，广东广州 510405）
摘要：对连接词的研究是英语写作教学研究中的一个热门话题。本文通过基于语料库的研究方法调查分析学习者英语写作中连接词的使用现况以及与英语母语者之间存在的差异，目的在于了解目前大学生在英语写作中运用连接词时存在的问题，并提出可行的解决方法。用于研究的小型学习者写作语料库 (Learner corpus of English Writing, LCEW )为作者自建，作为对比分析的母语写作语料库为 LOCNESS 语料库，由英美学生的作文语料构成，其中美国大学生的写作语料被用作本研究的对比语料。研究发现与母语者相比，学习者在写作中过分依赖连接词的使用，部分常用连接词的使用频率远远高于母语者。除此之外，学习者倾向于把连接词用在句首，进一步的句例分析还发现学习者误用和错用连接词的现象。研究结果显示现有的相关教材和教学方法对学习者过多使用、错用和误用连接词有一定的关联。作者认为合适的英语语料库可以成为教师和学习者改进目前状况的教学资源，充分了解连接词在真实语境中的运用能够有效帮助学习者选择恰当的连接词来表示语篇的连贯，最终达到改进英语写作教学的目的。
2.2 两个语料库的确立用于本研究的学习者语料库是笔者自建的用于特殊目的小型写作语料库，自建语料库的目的在于研究者能够根据研究目的、有针对性地分析学习者在使用连接词方面存在的问题。目前国内能供研究者使用的学习者语料库主要有桂诗春、杨惠中等建立的中国学习者语料库(CLEC，2003) 和文秋芳等建立的中国学生英语口笔语语料库（SWECCL, 2008）。这些大型的语料库对于了解中国学习者普遍存在的问题有一定的帮助，但由于建库语料只能限制在某段时间，某个学习群体，对于特定的研究目的，不同群体学习者存在的问题也是不同的。非英语专业的学生在中国是大学英语教学中最大的一个群体，他们在英语学习上存在的问题往往反映了学习者目前存在的主要问题。为了更客观地了解非英语专业大学生这个群体使用连接词的现状，笔者选择了任教的某大学本科二年级学生和研究生一年级学生的作文作为研究语料，自建了学习者写作语料库(Learner Corpus of English Writing, LCEW)。笔者作为既是建库者又是研究者的身份能够更为客观有效地调查分析学习者使用连接词的现状。学习者写作语料库（LCEW）由两个子库组成，：本科生写作语料库（Undergraduate Corpus of English Writing, UCEW）和研究生写作语料库（Postgraduate Corpus of English Writing, PCEW）。UCEW 语料库由 236 篇本科大学生的英语议论文构成，词量为 38327 词次；PCEW 语料库由 258 篇研究生的英语议论文构成，词量为 54749 词次。学习者写作语料库总词量为 93076 词次，符合现有研究的需要。由于目前国际通用的一些大型语料库都没有专门设立大学

基于语料库的中国高级英语学习者程度副词使用情况调查

ＲｅｌａｌｖＥｘｒｍｅｙｔｅｌＤｏｔｎｒｗｎｏｅｓＲａｈｒｔｅ
ｔｔｏａｌ
１２２４
９３９
过对比，察ＬＢ英语本族语者通用语料库）ＨＰ（高校英语专业观Ｏ（和Ｓ某
研究生论文），度副词出现的频率、频搭配、配频数、配词的者在使用程度副词时的独有特点：中程高搭搭３１率方面．频语义色彩等，体分析程度副词使用特点以及倾向于搭配何种语义色具从整体上来说 ቤተ መጻሕፍቲ ባይዱ 族语者使用程度副词的频数要高于这些中国高本彩的词；同时试图找出中国高级英语学习者和英语本族语者在程度副级英语学习者，说明本族语者使用这些副词的总体能力较强，有这但词使用方面的差异。三个程度副词我们要注意，ｔｌ，ｘｅｌｔａｙｅｔｍｅｙ和ｒｔｅ，三个程度副词ｏｌｒａｈｒ这
大都呈现出积极意义的词汇并呈现积极的语义特点，么该词就具有那
积极语义韵。反，果某一词的搭配词项大都具有消极的语义特点，相如该词就具有消极语义韵，性语意韵就是该词的搭配词项既反映积极中
Ａｍｐｉｅｌｒｉｆ
ＤＡｓ
Ｌ０Ｂ
ＨＰＳ

基于语料库的英语中程度副词语义韵对比研究

基于语料库的英语中程度副词语义韵对比研究
唐丽玲
【期刊名称】《兰州交通大学学报》
【年(卷),期】2010(029)002
【摘要】采用基于语料库的"中介语对比分析法",分别以中国学习者英语语料库(CLEC)和由Mark Davies 开发的BYU-BNC①语料库为基础,利用WordSmith Tools,以节点词rather和quite为例,将两个语料库中显著形容词搭配词的语义特征进行对比分析,调查中国英语学习者在书面语中程度副词与形容词搭配时所呈现出的语义韵特征.研究结果表明,中国大学生在程度副词搭配方面所呈现出的语义韵特征与本族语者的使用惯例之间有显著差异,可归纳为三个特征:1.典型搭配使用频率较低,且随意性较大;2. 语义韵冲突,不和谐;3. 词语搭配类型偏少,语义范围狭窄.【总页数】5页(P98-102)
【作者】唐丽玲
【作者单位】甘肃政法学院,人文学院,甘肃,兰州,730070
【正文语种】中文
【中图分类】H319.9
【相关文献】
1.基于语料库的程度副词类联接和语义韵对比研究 [J], 秦建华
2.程度副词TOTALLY和FULLY的语义韵对比分析——一项基于BNC和CLEC语料库的研究 [J], 韩亚华
3.基于语料库的英语中程度副词语义韵对比研究 [J], 孙磊
4.基于语料库的英语中程度副词语义韵对比研究 [J], 孙磊
5.《基于语料库的汉英语义基元的语义韵对比研究》简介 [J],
因版权原因，仅展示原文概要，查看原文内容请购买。

基于语料库的英语中程度副词语义韵对比研究

习者在书面语中程度副词与形容词搭配时所呈现出的语义韵特征。
浓重的语义搭配氛围——语义韵（ｅｎｉｐｏｏｙ。ｓｍａｔｒｓｄ）ｃ语义韵是指其典型搭配词具有某种语义特点，并非关键
词本身有多少明显的积极意义或消极意义（乃兴，０２）卫２０ｂ。同时，具有相同语义特点的搭配词项常常因词的内涵或所含
构成搭配。由于这些具有相同或相似语义特点的单词反复
地在语境中与节点词在文本中高频共现，点词（ｏｅ节ｎｄ
ｗｒ）ｏｄ也就具有了相关的语义特点，个语境就弥漫了某种整
Ｗｏｄｍｔｏｌ，ｒＳｉＴｏｓ将两个语料库中所出现的节点词ｒｔｅｈａｈｒ和ｑｉ搭配词的语义特征进行对比分析，ｕｔｅ调查中国英语学
范围狭窄。关键词：度副词；义韵；义韵冲突；义范围狭窄程语语语
中图分类号：１．Ｈ３９９
文献标志码：Ａ
一
、
引言
有些英语词汇的搭配行为存在着特殊的语义趋向，它们
用目的或功能。因此，语义韵视角观察和研究学生的中介从
唐丽玲
（甘肃政法学院人文学院，甘肃兰州７０７）３００
摘
要：采用基于语料库的“ 中介语对比分析法” 分别以中国学习者英语语料库（ＬＣ和由ＭａｋＤｖｅ，ＣＥ）ｒａｉｓ开发的

基于语料库的英汉文学作品衔接性副词对比研究_许文胜

２０１５年３月第４７卷第２期
外语教学与研究（外国语文双月刊））ＦｏｒｅｉｎＬａｎｕａｅＴｅａｃｈｉｎａｎｄＲｅｓｅａｒｃｈ（ｂｉｍｏｎｔｈｌｇｇｇｇｙ
Ｍａｒ．２０１５Ｖｏｌ．４７Ｎｏ．２
基于语料库的英汉文学作品衔接性副词对比研究
同济大学／上海外国语大学许文胜
＊
不仅可以使言辞更加婉转、幽默、细提要：副词在语言表述上有不可替代的作用，致和透僻，还可以使语篇连贯，语义表达更准确、精当。其中，衔接性副词对于句子间逻各种想法和观点藉以有效地组织起来，或表达条件、假设和因辑关系的安排尤为重要，果，或强调、铺陈乃至转折，使得行文更具逻辑表达的流畅性。本文在 “ 英汉名著语料（库” 的基础上，从副词的语法类属视角，分析英汉语语篇连接中衔接性副词使用ＥＣＣＣ）的异同，对关乎语篇内在逻辑连贯的衔接性副词语际转换进行定量考察和描述。语料库、对比研究关键词：衔接性副词、（）中图分类号］Ｈ文献标识码］文章编号］０３Ａ［１００００４２９２０１５０２０２１４１１［［－－－
（基于语科库的英汉文学译本描写理想模型研究 ” 和中国博１３ＢＹＹ０２２）＊本文系国家社科基金项目 “ ）士后科学基金资助项目（的阶段性成果。２０１３Ｍ５４１５３６

基于语料库的中国英语学习者对原因状语从句连接词的习得

基于语料库的中国英语学习者对原因状语从句连接词的习得作者：曹丽来源：《陕西教育·高教版》2007年第12期语料库顾名思义就是存放语言材料的仓库。

现在人们谈起语料库不言而喻地指存放在计算机里的原始语料文本或经过加工后带有各种语言学信息标注的文本。

语料库语言学是基于语料库提供的语言材料展开的语言研究。

因此，语料库语言学与其说是一个新学科的名称，还不如说它是一个新的语言研究手段。

近年来，随着各种大型语料库的建立和语料库检索工具的研发，语料库以其容量大、语料真实、检索快捷准确等独特的优势在现代语言学研究和语言教育中发挥着越来越重要的作用(何安平1997)。

然而迄今为止，语料库还未在国内各级学校的英语教育中得到广泛应用。

因此，本文试图通过基于语料库的中国英语学习者习得原因状语从句的调查研究，来展示语料库语言学在英语教学与研究中的应用及其优越性并同时得出对英语词汇教学的启示。

研究设计和数据统计原因状语从句是中国学习者最先掌握的状语从句之一。

在英语中，原因状语从句可以由because，since，as，for等连词引导。

其中because为最常用的连接词，所连接的主从句表达了强烈的因果关系。

本研究的调查对象是国内非英语专业大学二年级的英语学习者，共使用了两个语料库：中国学习者英语语料库(CLEC)和自行建立的英语本族语语料库(NEC)。

中国学习者英语语料库由广东外语外贸大学桂诗春教授和上海交通大学杨惠中教授领衔编著，于2003年建成。

该语料库运用语料库语言学和计算机科学技术建成一个包括我国中学生、大学英语4级和6级、英语专业低年级和高年级学生在内的共五个子库一百多万词的书面英语语料库(ChineseLearner English Corpus，简称CLEC)，并对所有的语料进行语法标注和言语失误标注，是世界上第一部正式向外公布的含有言语失误标注的英语学习者语料库。

自行建立的在文章体裁和主题上与CLTST4相匹配的英语本族语语料库(NEC)包括了80篇总词数为42，221的文章。

基于语料库的研究方法论文：基于语料库的中国大学英语学习者副词使用行为特征研究

基于语料库的研究方法论文：基于语料库的中国大学英语学习者副词使用行为特征研究【中文摘要】在二十世纪,语料库研究方法被日益引入中介语研究中。

本文选用副词作为研究对象,主要考虑到英语副词在日常交流中起着重要的作用。

它可以表达说话人或作者的主观态度,并且对一句话的某一部分或整句话的内容进行评论。

本研究以英国国家语料库(BNC)的笔语子语料库为参照语料库,使用AntConc 3.2.1w、BFSU Collocator1.0, PatternBuilder等工具,对中国学生英语口笔语语料库(SWECCL 2.0)的子语料库WECCL中的中国英语学习者使用副词的频率、超用、使用不足现象和搭配特征进行了研究,从而发现中国大学英语学习者副词的使用行为特征,并对形成该使用特征的原因进行了讨论和分析。

研究结果表明,中国大学英语学习者和英语本族语者在英语副词的使用上存在很大差异,表现为：(1)中国大学英语学习者在英语写作中倾向于使用程度副词、wh-开头的疑问副词和一般副词。

这三类副词占中国大学英语学习者高频副词的70%。

(2)与英语本族语者相比较,中国大学英语学习者80%的高频副词存在使用不足的特征,85%的低频副词存在使用不足的特征。

在大多数情况下,中国大学生在副词和动词搭配、副词和形容词搭配、副词和其他副词搭配上,搭配能力远不如英语本族语者的多样和丰富。

上述特征形成的原因包括母语迁移的影响,对一些副词掌握不好,四六级考试题型多为议论文的影响及不充分的语言输入。

本研究将对中国大学阶段的词汇教学,尤其是英语副词的教学起到一定的启示作用。

【英文摘要】In the twentieth century, the corpus has been widely used to analyze interlanguage. Because adverbs play an important role in daily communications, especially in expressing speakers’attitudes, the thesis chooses adverbs as its studying subject. With the help of tools such as AntConc3.2.1w, BFSU Collocator1.0, PatternBuilder, etc, the study has employed the written English sub-corpus of British National Corpus (BNC) as a reference corpus, and thoroughly examined the frequency, overusing, underusing and collocations of adverbs in the Written English sub-corpus of Chinese Learners (WECCL 2.0) of Spoken and Written Corpus of Chinese Learners (SWECCL 2.0). The researcher has also made discussion and analyzed the causes of the adverbial using features of Chinese college English learners.The adverbial using features of Chinese college English learners include the following aspects:First, Chinese college English learners have the tendency to use degree adverbs, wh-general adverbs and general adverbs in their writing. Those three types of adverbs make up 70% of the total top-20 most-frequently used adverbs.Second, comparing with native speakers’ speaking and writing in BNC,80% of Chinese most-frequently used adverbs areunder-used.85% of the top-20 least-frequently used adverbs of Chinese college English learners are also underused compared with the native speakers. With regard to the common collocations of top-5 frequently used adverbs of Chinese college English learners, like not, but, some, what, first, and same, the word variety and proficiency of their adverbial collocations with verbs, adjectives, and adverbs, their word variety and proficiency are much poorer and more tedious than native speakers.It was partly influenced by the native language negative transfer and incompetent mastery of adverbs, and partly affected by the sole argumentative type of writing of College English Test Band 4 and Band 6 and inadequate language input. The present research is valuable to provide some constructive suggestions for the lexical teaching, particularly adverbial teaching in China’s college education.【关键词】基于语料库的研究方法对比分析中介语分析副词【英文关键词】Corpus-based approach contrastive analysis interlanguage analysis adverb【目录】基于语料库的中国大学英语学习者副词使用行为特征研究Acknowledgements4-5Abstract5摘要7-8Contents8-11List of Figures11-13List of Abbreviations13-14Chapter OneIntroduction14-18 1.1 Origin of the study14-15 1.2 Necessity and significance of the study15-16 1.3 Objectives of the study16 1.4 Organization of the thesis16-17 1.5 Summary17-18Chapter Two Literature Review18-31 2.1 Studies on corpus linguistics and adverbial usage abroad18-24 2.1.1 Studies on corpus linguistics18-21 2.1.1.1 Theoretical corpus study18-20 2.1.1.2 Practical corpus study20-21 2.1.2 Studies on English adverb21-23 2.1.2.1 Definitions of adverbs21-22 2.1.2.2 Classifications and functions of adverbs22-23 2.1.3 Corpus-based studies on adverbs23-24 2.2 Studies on corpus linguistics and adverbial usage at home24-30 2.2.1 Chinese studies on corpus linguistics24-27 2.2.1.1 Theoretical corpus studies25-26 2.2.1.2 Practical corpus studies26-27 2.2.2 Chinese Studies on adverbs27-29 2.2.2.1 Definitions and classifications of adverbs27-28 2.2.2.2 Functions and locations of adverbs28-29 2.2.3 Chinese corpus-based studies on adverbs29-30 2.3 Summary30-31Chapter ThreeMethodology31-42 3.1 Research questions31 3.2 Research materials31-36 3.2.1 Adverbial data from WECCL31-34 3.2.2 Adverbial data from BNC34-36 3.3 Method and tools36-37 3.4 Data collections and analysis procedures37-41 3.5 Summary41-42Chapter Four Results and Discussion42-63 4.1 The overall adverbial using features of Chinese college English learners42-54 4.2 The different adverbial using features between Chinese college English learners and native speakers of English54-62 4.2.1 The overused adverbs of Chinese college English learners55-56 4.2.2 The underused adverbs of Chinese college English learners56-57 4.2.3 The unusual adverbial collocations of top-5 overused adverbs of Chinese college English learners57-62 4.3 Summary62-63Chapter Five Conclusion63-67 5.1 Major findings of the study63-64 5.2 Pedagogical implications of the study64-65 5.3 Limitations of the study and suggestions for further researches65 5.4 Summary65-67Works Cited67-72Appendice72-100Appendix A The top-100 most-frequently used adverbs by Chinese collegeEnglish learners72-75Appendix B The top-100 least-frequentlyused adverbs by Chinese collegeEnglish learners75-78Appendix C The top-100 most-frequently used adverbs by native speakers ofEnglish78-81Appendix D The rank of the top-100 most-frequently used adverbs of Chinesecollege English learners in WECCL compared with BNC81-84Appendix E The chi-square calculating test of the top-100 most-frequently usedadverbs of Chinese college English learners84-88Appendix F The rank of the top-100 least-frequently used adverbs of Chinesecollege English learners in WECCL compared with BNC88-92Appendix G The chi-square calculating test of the top-100 least-frequently usedadverbs of Chinese college English learners92-96Appendix H CLAWS 4 tag set96-100Publications100。

基于语料库对英语专业八级作文中副词性衔接语的研究

基于语料库对英语专业八级作文中副词性衔接语的研究作者：李舰君来源：《黑龙江教育·理论与实践》2016年第10期摘要：文章基于Biber对副词性衔接语的分类，对英语专业语料库与本族语者语料库中所使用的副词性衔接语的分布情况进行了统计分析。

研究发现：英语专业学生使用副词性衔接语的频率高于本族语者；过度使用列举、结果/推论、总结和同位这四类副词性衔接语；在各类中均过多使用一些副词性衔接语；存在四类错用副词性衔接语的情况。

关键词：副词性衔接语；衔接；英语专业语料库一、引言英语在全世界的广泛使用引起越来越多的学者关注如何改善英语写作的技巧与质量。

同时，国内外很多英语等级考试，例如：CET-4、CET-6、TEM-4、TEM-8、TOEFL、IELTS和GRE等，都包含写作部分。

英语专业八级写作部分的评分标准之一是连贯。

英语写作中，实现篇章连贯的方法之一是使用副词性衔接语，例如：in addition、besides、for example、to sum up等。

因此，本文基于英语专业八级作文语料库对副词性衔接语的使用与分布状况做了研究分析。

二、文献回顾（一）副词性衔接语的分类Halliday & Hasan （1976）将体现连接成分的关系分为四大类，即增补、转折、原因和时间。

Biber （2000）则将其分为六大类：列举、总结、同位、结果/推论、对比/让步和过渡。

通过对比以上学者的分类，本文最终采用Biber的分类。

（二）研究现状目前，已有不少国内外学者开展了对连接词的研究。

Narita & Sugiura（2006）针对日语学生在其英语写作中所使用的25个副词性衔接语的使用与分布情况做了研究，发现存在过多使用和过少使用副词性衔接语的情况，同时日本学生倾向于把副词性衔接语放在句首。

莫俊华（2005）通过语料库的研究方法调查中国学生议论文写作中因果连接词的使用情况，研究发现中国学生使用因果连接词的密度表现出先增后减的特点，丰富度大体上呈线性增长，并存在口语化倾向。

基于语料库的「たとこらで」让步文的中日对比研究

1351语言与文化研究(第九辑)基于语料库的「％&'()」让步文的中日对比研究◎张锐摘要：以日语中表达让步的接续助词为考察对象，从中日对译语料库中筛选出与其相关的对译之后进行分类整理，调查「./0123和中文的对译倾向，并在此基础上探究其形成原因。

通过调查得知，「./0123除了表示时点外，一般被认为是让步式转折复句的一种，与其对应的译文可以分为假设性让步句、容忍性让步句和无条件让步句，其对应汉语形式有“即使/即便/纵令/纵然P,也q”“无论/不管p,也q”等。

关键词：「./0123接续助词对译倾向语料库—、弓I言表示场所、位置的形式名词「＜」和格助词「＞」连用时，以「的形式表示“时点、契机”和“让步条件”。

如下面两个例句：(1)彼力空入E彳一？始G-时点、契机)(2)彼?入—EF—H始GIJ k。

(让步条件)对于「的接续用法,先行研究中一般只给出简单的释义，因此学习者只了解可以表示“让步条件”，其具体的意义用法并没有详细说明。

而且从言语类型论的角度进行的对比研究迄今为止还鲜有见到。

本研究旨在通过语料库中大量的实例，弄清表示让步条件的接续助词「C:；＜＞」与汉语的对译情况，从言语类型论的角度考察分析文在句式结构与翻译倾向上的异同点，并分析其原因,希望对国内日语学习者更好的掌握「c的意义用法起到参考作用$专题研究134二、文献综述对接续助词「的研究，日本国内成果较为丰富。

其中，前田-1994( 2009)指出「是表示逆接条件的接续助词，可以表示假说条件和事实条件，然而并没有详细论述关于「c:;＜＞」的意义分类。

《日本語文型辞典》-1998)中指出的两个用法,一个表示分段话题的时点，可以译为“刚好，刚刚”，另一个表示逆接关系，可以译为“就是、即使、即便”。

表示逆接用法根据主句的特点，又分为两层意思，即①在预料前项所讲的将成为徒劳之事的情况下，用以连接后项，多以「…的形式出现。

如例(3)：(3)K＜頼人怎引吉受QAH L S$(『日本語文型辞典』1998:334)即使你再怎么他，他大概也不会答应你的。

连接副词therefore的用法：基于语料库的研究

2252020年19期总第511期ENGLISH ON CAMPUS连接副词therefore 的用法：基于语料库的研究文/萧昕桐张丹霞分为三种：句首、句中和句末。

连接副词作为一种显性的衔接手段，在书面表达中具有重要意义。

这一方向也成为外语教学的研究热点。

赵蔚彬(2003)用语料库的方法对不同英语水平学生的写作状况进行调查，发现中国学生对逻辑连接副词的掌握较为单一，仅局限于少数常用的表一、引言Halliday和Hasan指出，衔接是语篇中不同成分之间的语义关系。

连接副词作为语篇衔接的重要手段之一，是体现篇章连贯的重要方式。

Halliday按照语义，将衔接分为四类：增补、因果、转折和时间。

Quirk(1985)提出，连接副词的出现位置可划【摘要】连接副词对篇章衔接有着重要作用。

本文基于语料库，以因果连接副词therefore为研究对象，对比分析中国英语学习者和英语本族语者对此词的使用，从微观角度探究两者therefore的使用位置和使用形式。

研究发现，和英语本族语者相比，不管从使用位置和使用形式来看，中国英语学习者对此词的使用较为单一和僵化。

基于此，研究分析其原因并提出可行建议，旨在提高中国英语学习者书面写作的水平。

【关键词】语料库；学习者；连接副词；therefore【Abstract】Connectives play an important role in discourse cohesion. Based on corpus, this article uses causalconnective therefore as the research object. It comparatively analyzes differences in Chinese-English learners’ and native speakers’ use of this word to explore the use position and use form of therefore from a micro perspective. The study finds that Chinese-English learners use the word therefore more rigidly regardless of the use position and use form, compared with native speakers. Based on this, the study further analyzes the causes and puts forwards practicalsuggestions to improve the written ability of Chinese-English learners.【Key words】corpus; learners; connectives; therefore【作者简介】萧昕桐(1998.08.11-)，女，广州人，华南师范大学外国语言文化学院，全日制本科生；张丹霞(1998.03.23-)，女，汕头人，华南师范大学外国语言文化学院，全日制本科生；张丹霞(1998.03.23-)，女，汕头人，华南师范大学外国语言文化学院，全日制本科生。

中国学习者英语转折连接副词使用的对比研究

中国学习者英语转折连接副词使用的对比研究摘要在英语写作的语料库研究中，连接副词在篇章中起到了非常重要的衔接作用，从而受到了相当大的关注。

在关于连接副词的研究中，我们需要了解学习者的使用倾向是受母语背景影响还是学习者的普遍性特征。

故本文以转折连接副词为例，运用中介语对比分析方法，通过不同母语背景学习者之间的对比，试图发现中国英语学习者转折连接副词使用特点，为英语学习和教学提供意见。

本文的研究问题是：（1）中国学习者与其他母语背景的英语学习者相比，在转折连接副词的使用上存在哪些差异？（2）不同写作水平的中国学习者在转折连接副词的使用上呈现哪些差异特征？文章选取的语料库是ETS，并运用索引分析，差异性检验，对应分析等语料库研究方法，经过对比分析，得到以下结论：一、中国学习者与其他母语背景的英语学习者相比，在转折连接副词的使用上存在差异。

总体频数：不同母语学习者在转折连接副词的使用频数上有显著差异。

中国学习者使用频次较多，法国学习者次之，阿拉伯学习者使用较少。

单个转折连接副词：中国学习者在however、instead和in/by contrast的使用上均多于法国和阿拉伯学习者；中国学习者在on the other hand的使用上均少于法国和阿拉伯学习者。

使用丰富度：学习者转折连接副词的使用丰富度普遍较低。

使用位置：学习者都倾向于使用句首位置，句中、句尾使用较少。

二、中国学习者转折连接副词使用特征在于使用频数多但丰富度较低，具体到单个转折连接副词则表现为however使用频数多，但使用位置不够灵活且存在多种误用情况。

三、在中国学习者的写作中，分数越高，使用转折连接副词的数量和种类就越多。

作者希望上述研究结果能对英语写作教学和研究具有启示意义，以提高教师和学生对转折连接副词在英语写作中的作用和功能的认识，使英语教学更具体，更有针对性。

关键词：转折连接副词；书面语语料库；中介语对比分析CONTENTSABSTRACT (i)摘要 (ii)List of Figures (vi)List of Tables (vii)List of Abbreviations (viii)Chapter One Introduction (1)1.1Background (1)1.2Objectives and Significance (2)1.3Organization of the Paper (3)Chapter Two Literature Review (4)2.1Linking Adverbials (4)2.1.1Definition and Function of Linking Adverbials (4)2.1.2Classification of Linking Adverbials (5)2.1.2.1Linking Adverbials Classified by Halliday and Hasan (6)2.1.2.2Linking Adverbials Classified by Biber et al (8)2.1.2.3Linking Adverbials Classified by Liu (9)2.1.3Adversative Linking Adverbials (11)2.1.3.1Definition of Adversative Linking Adverbials (11)2.1.3.2Adversative Linking Adverbials in the Present Study (11)2.2Previous Studies on Linking Adverbials (12)2.2.1Research Object (12)2.2.2Corpus Selection (14)2.2.3Research Content (15)2.2.4Frequency Calculation (16)2.2.5Evaluation on the Previous Studies (17)2.3Contrastive Interlanguage Analysis (18)Chapter Three Methodology (20)3.1Research Questions (20)3.2ETS Corpus as Research Instrument (20)3.3Software Tools (22)3.4Research Procedures (25)3.4.1Selection and Identification of Adversative Linking Adverbials (26)3.4.2Data Collection and Analysis (28)Chapter Four Results and Discussion (32)4.1Adversative Linking Adverbials in Different L1Corpora (32)4.1.1Frequency of Adversative Linking Adverbials (32)4.1.1.1Overall Frequency of Adversative Linking Adverbials (32)4.1.1.2Top10Frequently Used and10Least Used Adversative LinkingAdverbials (34)4.1.1.3The Specific Adversative Linking Adverbials of Significant Difference364.1.2Richness of Adversative Linking Adverbials (39)4.1.3Position of Adversative Linking Adverbials (41)4.2A Case Study of However (44)4.2.1Frequency of However (44)4.2.2Position of However (45)4.2.3Semantic Meaning and Function of However (46)4.2.4Misuse of However (50)4.3Adversative Linking Adverbials in ZHO With Different Grade Groups (53)4.3.1Frequency of Adversative Linking Adverbials in High,Medium and LowGrade (53)4.3.2Position of Adversative Linking Adverbials in High,Medium and Low Grade584.4Summary (62)Chapter Five Conclusion (64)5.1Major Findings of the Study (64)5.2Pedagogical Implications (66)5.3Limitations and Further Suggestions (69)Bibliography (70)Appendix1 (74)Appendix2 (76)Acknowledgements (78)List of FiguresFigure2.1Contrastive Interlanguage Analysis (18)Figure3.1Language Families Distribution of ETS (21)Figure3.2Research Procedures (25)Figure3.3Concordance of However in ZHO(1) (30)Figure3.4Concordance of However in ZHO(2) (30)Figure3.5Concordance of However in ZHO(3) (30)Figure3.6Frequency of29Adversative Linking Adverbials in SPSS (31)Figure3.7Log-likelihood Ratio of Adversative Linking Adverbials (31)Figure4.1Top10Frequently Used Adversative Linking Adverbials in ZHO (34)Figure4.2Top10Frequently Used Adversative Linking Adverbials in FRA (34)Figure4.3Top10Frequently Used Adversative Linking Adverbials in ARA (35)Figure4.4Article Written by Chinese FEL Learner (41)Figure4.5Position Distribution of Adversative Linking Adverbials (44)Figure4.6Frequency of Adversative Linking Adverbials in High,Medium and Low Grade54 Figure4.7Likelihood Ratio Test and Cramer’s V Test of the Overall Frequency in High, Medium and Low Grade (55)Figure4.8Scree Plot of Correspondence Analysis(1) (55)Figure4.9Contribution of Columns to Dim-1(1) (56)Figure4.10Contribution of Columns to Dim-2(1) (56)Figure4.11CA-Biplot of the Frequency Distribution in High,Medium and Low Grade..57 Figure4.12Likelihood Ratio Test and Cramer’s V Test of the Positional Distribution in High,Medium and Low Grade (59)Figure4.13Scree Plot of Correspondence Analysis(2) (60)Figure4.14Contribution of Columns to Dim-1(2) (60)Figure4.15Contribution of Columns to Dim-2(2) (60)Figure4.16CA-Biplot of the Position Distribution in High,Medium and Low Grade (61)List of TablesTable2.1Classification of Linking Adverbials by Halliday and Hasan(1976) (6)Table2.2Classification of Linking Adverbials by Halliday and Hasan(1985) (7)Table2.3Classification of Linking Adverbials by Biber et al (9)Table2.4Classification of Linking Adverbials by Liu (9)Table2.5Adversative Linking Adverbials Selected in the Present Research (12)Table2.6Functions of Different Contrasts in CIA (19)Table3.1General Information of ZHO,FRA and ARA (22)Table3.2Liu’s Classification of Adversative Linking Adverbials (26)Table4.1Overall Frequency Distribution of Adversative Linking Adverbials (33)Table4.2Cramer’s V Test of the Overall Frequency in ZHO,FRA and ARA (33)Table4.310Least Used Adversative Linking Adverbials in ZHO,FRA and ARA (36)Table4.4Log-likelihood Ratio of the Frequency of Individual Adversative Linking Adverbial in ZHO and FRA (36)Table4.5Log-likelihood Ratio of the Frequency of Individual Adversative Linking Adverbial in ZHO and ARA (37)Table4.6Log-likelihood Ratio of the Frequency of Individual Adversative Linking Adverbial in FRA and ARA (38)Table4.7Adversative Linking Adverbials Used More by Chinese EFL Learners (39)Table4.8Adversative Linking Adverbials Used Less by Chinese EFL Learners (39)Table4.9Richness of Adversative Linking Adverbials in ZHO,FRA and ARA (40)Table4.10Position of Adversative Linking Adverbials in ZHO,FRA and ARA (42)Table4.11Overall Frequency Distribution of However (45)Table4.12Position of However in ZHO,FRA and ARA (46)Table4.13Overall Frequency of Adversative Linking Adverbials in High,Medium and Low Grade (54)Table4.14Position of Adversative Linking Adverbials in High,Medium and Low Grade58List of AbbreviationsARA Sub-corpus of Arabic EFL learnersCA Correspondence AnalysisCIA Contrastive Interlanguage AnalysisEFL English as a Foreign LanguageESL English as a Second LanguageETS ETS Corpus of Non-native Written English FRA Sub-corpus of French EFL learnersL1First languageLL Log-likelihood RatioZHO Sub-corpus of Chinese EFL learnersChapter OneIntroductionThis chapter offers a general introduction to the current study with regard to its background,theoretical construct,and objectives as well as significance.“Linking adverbials,as important cohesive devices,connect two stretches of discourse”(Conrad, 1999:3).And here“stretches of discourse”can be of different size including“phrases, sentence,paragraphs or longer”(Biber et al.,1999:549).They play an instrumental role in making a text logically cohesive.Therefore,the study of linking adverbials is very important for providing discourse cohesion,and it is also conducive to the second language acquisition.1.1BackgroundIn the book Cohesion in English which is published in1976,Halliday and Hasan argue that coherence and cohesion,which can be reached with the successful application of cohesive devices,are two important factors for the quality of a text.Linking adverbials, as devices to achieve text coherence and cohesion,play a critical role in the text,and thus received considerable attention.It is crucial for language learners to have a good knowledge of linking adverbials in the language learning and application.However,it is problematic for EFL learners as not being able to appropriately use linking adverbials (Crewe,1990;Altenberg&Tapper,1998;Liu,2008;Chen,2014).Thus,the use of linking adverbials warrants more intense attention.The category of contrast/concession[adversative]is broader than many other categories of liking adverbials,containing items that in some way mark incompatibility between information in different discourse units,or that signal concessive relationships.(Biber et al.,1999:878)With such consideration on mind,this study focuses on the adversative linking adverbials for close observation and analysis.In the study of linking adverbials,researchers mainly compare English learners(ESLlearners or EFL learners)with native speakers,and invariably reach some findings as overuse,underuse and misuse.In this way,it is impossible to explain whether the using tendency is influenced by their L1background or the universality of learners.However, distinguishing L1-related features from the universal is critical to second language acquisition and teaching practice,because it enables us to better understand the L1-related difference in order to solve the difficulties faced by learners with different L1backgrounds. Therefore,based on ETS corpus,this paper takes adversative linking adverbials as research focus adopting the Contrastive Interlanguage Analysis(CIA)approach.Through the contrast between learners of different L1backgrounds,this paper attempts to find out the using features of Chinese EFL learners.1.2Objectives and SignificanceThe present study is a corpus-based study on linking adverbials in ETS.In addition to corpus-based analysis,this study also adopts CIA as a theoretical basis,which focuses more on the revealing of the language features of EFL learners.The present study tends to explore the usage of linking adverbials in EFL learners’writings.This paper has certain research significance in theory and practice.On the theoretical level,based on CIA,previous studies have focused more on the contrast between native speakers and non-native speakers,and less on the contrastive analysis between non-native speakers.This study helps to apply CIA into practice,enriching the theoretical connotation and expanding the scope of interlanguage theory.At the practical level,the significance of learner language research for language learning and language teaching is self-evident.Teaching materials and teaching activities tailored to learners must be based on an in-depth understanding of learners,and this study can provide a reference for English teaching.Through this research,we can better understand the relationship between the L1background and the using tendency of linking adverbials.And EFL learners can improve their use strategies by reflecting on their own use.Teachers need to develop targeted guidance programs to solve specific usage problems and provide more specific and effective methods for teaching practice.1.3Organization of the PaperThe present thesis is partitioned into five chapters as follows.Chapter one is an introduction,which firstly introduces the background of this study. Next,objectives and significance of the study are expounded.The last part is the organization of the paper.Chapter two is the literature review.This chapter starts with the introduction of linking adverbials in detail,and then reviews the related domestic and foreign researches on linking adverbials from the aspects of research object,corpus selection,content and calculation.It ends up with some relevant theories of this study.Chapter three deals with the methodology.First of all,the research questions are stated.Secondly,the corpus and instruments used in the study are described.The last is the research procedures,including the selection and identification of adversative linking adverbials,data collection and analysis.Chapter four makes a statistical analysis of frequency distribution,richness distribution and positional distribution of adversative linking adverbials in the three corpora,and the contrastive analysis is made between Chinese EFL learners,French EFL learners and Arabic EFL learners.Chapter five is the conclusion of the study.This chapter summarizes the main findings,gives pedagogical enlightenment,expounds the limitations of the study and puts forward some suggestions for the future study.Chapter TwoLiterature ReviewThis chapter consists of three parts.It begins with the introduction of linking adverbials,including the definition,function and classification of linking adverbials.This study focuses on adversative linking adverbials,so adversative linking adverbials are introduced in detail.Then it reviews the domestic and foreign researches on linking adverbials from the aspects of research object,corpus selection,content and calculation.In addition,the theory of CIA is introduced,which lays a theoretical foundation for the study.2.1Linking AdverbialsIn the following parts,the definition,function and classification of linking adverbials will be discussed.First of all,12items referring to the same or similar meaning of linking adverbials will be presented.Then the classification of linking adverbials by Halliday and Hasan(1976),Biber et al.(1999)and Liu(2008)will be compared.Finally,adversative linking adverbials,one kind of the linking adverbials,will be introduced in detail,and the 29adversative linking adverbials selected in this study will be given in a table.2.1.1Definition and Function of Linking AdverbialsLinking adverbials“serve to make semantic connections between spans of discourse of varying length,thus contributing to the cohesion of discourse”(Biber et al.,1999:558). Linking adverbials are vital to textual cohesion,as well as to the logicality of discourse.Linking adverbials are defined differently by different linguists.There are also about 12items that have the same or similar meaning as linking adverbials,such as conjunctions (Halliday&Hasan,1976:227),rhetorical organizers(Brown&Yule,1983:87),discourse markers(Schiffrin,1987:49),adverbial connectors(Alterberg&Tapper,1998:80), conjunctive adverbials(Bussmann,1996:95;Celce-Murcia&Larsen-Freeman,1999:522; Kaplan,1995:160),logical connectors(Celce-Murcia&Larsen-Freeman,1999:519), connectives(Finch,2000:91),conjuncts(Finch,2000:91;Wales,2001:77),connectiveadverbs(Huddleston&Pullum,2002:1319),connective adjuncts(Huddleston&Pullum, 2002:775),linking adverbs(Sinclair,2005:533),linking adjuncts(Carter&McCarthy, 2006:539).Halliday and Hasan(1976:227)adopted the term of“conjunctions”in Cohesion in English.They pointed out that“it is a kind of semantic relation which functions as a specification of the way in which what is to follow is systematically connected to what has gone before”.In addition,Quirk et al.(1985:631)regarded linking adverbials as implicature of“how the speaker views the connection between two linguistic units”. Furthermore,“linking adverbials”this term is firstly put forward by Biber,Johansson, Leech,Conrad and Finegan in the book Longman Grammar of Spoken and Written English in the year of1999.Biber et al.(1999:875)held thatthe primary function of linking adverbials is to state the speaker/writers’perception of the relationship between two units of discourse.Because they explicitly signal the connections between passages of text,linking adverbials are important devices for creating textual cohesion,alongside coordinators and subordinators.The present study selects“linking adverbials”(Biber et al.,1999:875)as the working term,for this term can clearly show both the linking function and logical semantic relation in a discourse.On one hand,the word“linking”literally tells us that it is used to link different elements into a whole,which is clearer and much more familiar to the general public than the word“conjunctive”.On the other hand,“the word‘adverbial’is more inclusive than the word‘adverb’because the latter excludes linking adverbials composed of two or more words,such as in contrast and on the contrary”(Liu,2008:493).2.1.2Classifications of Linking AdverbialsResearchers at home and abroad made a detailed classification on Linking Adverbials in different ways,such as Halliday and Hasan(1976),Biber et al.(1999)and some other linguists.Considering the research questions of the present study,the classifications based on semantics are adopted and mainly analyzed in this section.2.1.2.1Linking Adverbials Classified by Halliday and HasanHalliday and Hason(1976)firstly adopted a scheme of four categories:additive, adversative,causal and temporal in the book of Cohesion in English.Additive means a succeeding sentence supplies some additional information to the preceding sentence(e.g. and,or,furthermore,in other words,etc.).Adversative means the second sentence conveys the opposite or contrastive information with the first one(e.g.yet,but,however,otherwise, on the contrary,etc.).Causal refer to the cause-effect relations(e.g.so,then,therefore, consequently,as a result,etc.).Temporal means that between the two successive sentences: the one is subsequent to the other(e.g.then,first,meanwhile,finally,in conclusion,etc.). The detailed classification is presented in the following Table2.1.Table2.1Classification of Linking Adverbials by Halliday and Hasan(1976) Category ItemAdditive and,and also,nor,and...not,or,or else,furthermore,in addition,besides,alternatively, incidentally,by the way,that is,I mean,in other words,for instance,thus,likewise,similarly,in the same way,on the other hand,by contrary,etc.Adversative yet,though,only,but,however,nevertheless,despite this,in fact,actually,as a matter of fact,but,however,on the other hand,at the same time,instead,rather,on the contrary,at least,rather,I mean,in any case,whichever way it is,in either case,anyhow,at anyrate,however it is,etc.Causal so,then,hence,therefore,consequently,accordingly,because of this,for this reason,on account of this,as a result,in consequence,for this purpose,for,because,it follows,onthis basis,arising out of this,to this end,in that case,in such an event,that being so,under the circumstances,in this respect,in this regard,etc.Temporal after that,just then,at the same time,previously,before that,finally,at least,first...then, at first...in the end,at once,thereupon,soon,after a time,next time,meanwhile,untilthen,at this moment,then,next,up to now,from now on,henceforward,etc.Later,Halliday(1985)modified the earlier classification and divided linking adverbials into three categories:elaboration,extension and enhancement in his book An Introduction to Functional Grammar.Elaboration means one sentence elaborates the meaning of the other sentence.Elaboration includes apposition and clarification. Apposition can be divided into expository and exemplifying linking adverbials,such as that is,for instance.Clarification also can be further divided into corrective,distractive, dismissive,particularizing,resumptive,summative and verifactive linking adverbials.Extension means one sentence adds some new information to the other sentence,thus extends the meaning of the preceding sentence.Extension includes addition,adversative and variation:addition covers positive and negative linking adverbials;variation incorporates replasive,substractive and alternative linking adverbials.Enhancement means one sentence enhances the meaning of the other sentence.Enhancement includes spatio-temporal,manner,causal,conditional and matter:spatio-temporal can be divided into simple,complex,simple internal linking adverbials;manner covers comparison and means linking adverbials;causal covers general and specific linking adverbials; conditional covers positive,negative and concessive linking adverbials.The revised classification of linking adverbials is listed in Table2.2.Table2.2Classification of Linking Adverbials by Halliday and Hasan(1985) Category ItemElaboration Apposition Expository in other words,that is(to say),to put it anotherway,etc.Exemplifying for example,for instance,thus,to illustrate,etc.Clarification Corrective or rather,at least,be more precise,etc.Distractive by the way,incidentally,etc.Dismissive in any case,anyway,leaving that aside,etc.Particularizing in particular,more especially,etc.Resumptive as I was saying,to resume,to get back to thepoint,etc.Summative in short,to sum up,in conclusion,briefly,etc.Verifactive actually,as a matter of fact,in fact,etc. Extension Addition Positive and,also,moreover,in addition,etc.Negative nor,neither…nor,etc.Adversative but,yet,on the other hand,however,etc.Variation Replasive instead,on the contrary,etc.Substractive apart from that,except for that,etc.Alternative alternatively,etc.Enhancement Spatio-temporal Simple then,next,at the same time,before that,in theend,etc.Complex at once,thereupon,soon,meanwhile,all thattime,until then,at this moment,etc.Simple internal now,at this point,up to now,lastly,etc.Manner Comparison likewise,similarly,in a different way,etc.Continued on the next pageTo be continuedMeans thus,thereby,etc.Causal General so,therefore,consequently,hence,for,becauseof that,etc.Specific in consequence,as a result,on account of this,for that purpose,with this in view,etc.Conditional Positive in that case,in that event,under thecircumstances,etc.Negative if not,otherwise,etc.Concessive though,yet,still,despite this,however,even so,all the same,nevertheless,etc.Matter here,as to that,in other respect,elsewhere,etc.2.1.2.2Linking Adverbials Classified by Biber et al.Biber et al.(1999:875-880)proposed another list for classification in his Longman Grammar of Spoken and Written English.They argued that a variety of different relationships can be marked by linking adverbials and they distinguished six general semantic categories:enumeration and addition,summation,apposition,result/inference, contrast/concession and transition.Enumerative linking adverbials can be used to show the order of pieces of information.Enumerative linking adverbials can follow logical or time sequences,or they can simply be used to move on to the next piece of information. Similar to enumerative linking adverbials,additive linking adverbials link items together. They state explicitly that two items are similar to each other.Summative linking adverbials explicitly state that the text is concluding.They often signal that the author will summarize the information he or she has already presented.Appositive linking adverbials can show that the following piece of information is a restatement of the previous information by expressing it in slightly different manner to make it more explicit.In addition,appositive linking adverbials are used to introduce an example that is the equivalent of the first piece of information.Resultive/inferential linking adverbials demonstrate to readers that the following textual element is the result or consequence of the previous information.Contrastive/concessive linking adverbials signal differences or alternatives between two pieces of information.Transitional linking adverbials signals that the following item will not directly follow the previous item.However,this does not meanthat the information is not related at all,just that is not directly related.The detailed classification is presented in following Table2.3.Table2.3Classification of Linking Adverbials by Biber et al.(1999) Category ItemEnumeration and Addition first(ly),second(y),third(ly),in the first/second place,first of all,to beginwith,for another thing,for one thing,next,finally,lastly,in addition,further,furthermore,similarly,also,by the same,likewise,moreover,additionally,etc.Summation overall,to conclude,altogether,in conclusion,in sum,all in all,tosummarize,etc.Apposition namely,which to say,that is,in other words,for instance,for example,specially,etc.Result/Inference therefore,thus,consequently,so,etc.Contrast/Concession though,alternatively,however,on the other hand,in contrast,anyway,yet,conversely,instead,on the contrary,in contrast,by comparison,anyhow,besides,nevertheless,still,in any case,at any rate,in spite ofthat,after all,etc.Transition incidentally,by the way,now,etc.2.1.2.3Linking Adverbials Classified by LiuLiu(2008)continued to discuss linking adverbials in the paper An across-register corpus study and its implications.In his research,Liu has selected110linking adverbials and has also given a new classification in his research.He classified linking adverbials into four categories with thirteen subcategories.Four categories are additive,adversative, causal/resultative and sequential.Each category includes subcategories.Additive includes emphatic,apposition/reformulation,similarity comparative.Adversative includes proper adversative/concessive,contrastive,correction,dismissal.Causal/resultative includes general causal,conditional causal.Sequential includes enumerative/listing,simultaneous, summative,transitional to another topic,etc.The detailed classification is presented in following Table2.4.Table2.4Classification of Linking Adverbials by Liu(2008)Category ItemAdditive Emphatic above all,additionally,again,also,as I/they/you say,as well,as amatter of fact,besides,in addition(to),further,furthermore,moreover,not to mention,of course,to crown it all,to cap it all,Continued on the next page9Apposition/ Reformulation i.e.,that is,that is to say,in other words,for example,for instance,for one thing,namely,to put it another way,to put it bluntly/mildly,what I’m saying is,what I mean is,which is to saySimilarity comparative alternatively,by the same token,correspondingly,likewise, similarlyAdversative Proper at the same time,however,nevertheless,nonetheless,of course, Adversative/Concessivethen again,though,yetContrastive actually,as a matter of fact,conversely,in/by comparison,in/bycontrast,in fact,in reality,on the other handCorrection instead,on the contrary,ratherDismissal admittedly,after all,all the same,anyhow,anyway,at any rate,despite n./this/that,in any case,in spite of this/that/etc.,stillCausal/ Resultative General causal Accordingly,as a consequence(of),as a result(of),because of it/this/that,consequently,in consequence,hence,naturally,so,therefore,thusConditionalcausalall things considered,in such a case/cases,in that case,otherwise,then(often used with“if”)Sequential Enumerative/Listing afterwards,eventually,first/firstly,first and foremost,first of all, in the first place,to begin with,second/secondly,third/thirdly, fourth/fourthly,finally,last/lastly,last of all,next,thenSimultaneous at the same time,in the meantime,meanwhileSummative all in all,in a word,in conclusion,in short,in summary/sum,toconclude,to sum up,to summarizeTransitional toanother topic,etc.by the by,by the way,incidentallyIt is a tough problem to choose which type of semantic classification in this paper.In order to simplify the data analysis procedures,this study decides to adopt Liu’s(2008) classification(see Table2.4).The reasons are as follows:First of all,in order to make the list of linking adverbials as comprehensive as possible,Liu consulted the main English grammar books and referred to the list of linking adverbials compiled by Quirk et al. (1985),sorting out110linking adverbials,so Liu’s list is considered to be one of the most comprehensive classifications.Secondly,Liu’s list has been examined systematically in the British National Corpus across genres(Liu,2008)and used later on by Lei(2012)and Wang(2014).These successful prior uses have verified its validity.Thus,Liu’s list of110。

基于语料库的中美英语社论中连接副词的对比研究

基于语料库的中美英语社论中连接副词的对比研究作者：谢韶亮来源：《青年文学家》2011年第16期本研究得到渭南师范学院基金项目支持，项目题为“基于体裁的英语语篇多视角对比分析”，项目编号：10YKZ030。

摘要：本文对比研究了中美社论体裁中英语连接副词的使用情况。

为了实现这个研究目标，本文建立了一个总单词数为246,771的社论语料库。

研究结果表明中国英语社论英语连接副词的使用与美国英语存在差异性。

本研究的意义在于：一、丰富了中国英语变体的研究内容；二、为中国新闻英语使用者提供参考。

关键词：连接副词；英语社论；对比研究作者简介：谢韶亮，男，安徽全椒人，1981年10月出生。

渭南师范学院外国语学院教师，研究方向：对比语言学和语篇分析。

[中图分类号]：H041 [文献标识码]：A [文章编号]：1002-2139(2011)-16-0138-021. 引言语篇保持意义连贯的衔接手段之一是使用连接词，而连接词中的主要衔接形式是使用连接副词来实现。

英语中常用的连接副词有：however，and，also，for example，therefore以及yet 等等。

连接词和连接副词主要具有以下四个功能：增补( additive)、转折( adversative)、原因( causal) 和时间( temporal)（Halliday & Hasan, 1976）。

近年来，一些国外学者基于已经建立的学习者语料对学习者英语连接副词的使用进行了中介语对比分析 (CIA — Contrastive Interlanguage Analysis) (Granger 1998)，如Granger & Tyson（1996），Altenberg & Tapper （1998）等。

正是由于连接成分如此重要，国内学界在近年来也开始对连接词和连接副词的研究产生浓厚的兴趣，如罗一（2003）、Zhang Xuemei (2007) 和邓飞（2010）。

基于语料库的程度副词类联接和语义韵对比研究

究方法。它对比分析学习者语料库和本族语者语
Ｅｎｇｌｉｓｈ中指出ｖｅｙ、ｒＳＯ和ｔｏｏ是本族语者在ｔ－Ｉ语和
收稿日期：２０１２－１１－０６基金项目：２０１１年全国教育科学十二五规划教育部重点课题 “ 大学英语思辨能力培养模式探索：基于
Ｐａｒｔｉｎｇｔｏｎ研究了ａｂｓｏｌｕｔｅｌｙ、ｐｅｆｒｅｃｔｌｙ、ｕｔｔｅ Fra bibliotek ｌｙ、
少针对具体的某些程度副词的深入分析。本研究选择较为基础的两个程度副词ｐｅｆｒｅｃｔｌｙ和ｔｅｒｒｉｂｌｙ进行个案分析，探讨中国英语学习者在使用这两个程
是关于句法结构和范畴的陈述。语义韵的概念是
由Ｓｉｎｃｌａｉｒ提出的，指节点词与其典型搭配在其语境中营造出的语义氛围。Ｓｔｕｂｂｓ将语义韵分为积
极语义韵、消极语义韵和中性语义韵三种。卫乃兴在中性语义韵概念基础上提出错综语义韵概念，即节点词既吸引消极的词项，也吸引积极或中性的
第２２卷
第２期
牡丹江大学学报
ＭｕｄａｎｊｉａｎｇＯｎｉＶｅｒｓｉｔｙ
Ｖ０１．２２Ｎｏ．２Ｆｅｂ．２０１３
２Ｏ１３年２月
文章编号：１００８ — ８７１７（２０１３）０２．００７３．０５
语义韵与本族语者的异同。研究表明：中国英语学＊－７者使用ｐｅｒｆｅｃｔｌｙ时多用了ｖ＋ａｄｖ类联接而少用了

基于语料库的英语中程度副词语义韵对比研究_唐丽玲

第29卷　第2期2010年4月兰州交通大学学报J ou rnal of Lanzh ou Jiaotong UniversityV ol.29N o.2Apr.2010 文章编号:1001-4373(2010)02-0098-05基于语料库的英语中程度副词语义韵对比研究＊唐丽玲(甘肃政法学院人文学院,甘肃兰州　730070)摘　要:采用基于语料库的“中介语对比分析法”,分别以中国学习者英语语料库(C LEC)和由M ar k Davies开发的BY U-BN C①语料库为基础,利用Wo rdSmith T oo ls,以节点词rather和quite为例,将两个语料库中显著形容词搭配词的语义特征进行对比分析,调查中国英语学习者在书面语中程度副词与形容词搭配时所呈现出的语义韵特征。

研究结果表明,中国大学生在程度副词搭配方面所呈现出的语义韵特征与本族语者的使用惯例之间有显著差异,可归纳为三个特征:1.典型搭配使用频率较低,且随意性较大;2.语义韵冲突,不和谐;3.词语搭配类型偏少,语义范围狭窄。

关键词:程度副词;语义韵;语义韵冲突;语义范围狭窄中图分类号:H319.9 文献标志码:A一、引言有些英语词汇的搭配行为存在着特殊的语义趋向,它们习惯性地吸引某一类具有相同或相似语义特点的词项与之构成搭配。

由于这些具有相同或相似语义特点的单词反复地在语境中与节点词在文本中高频共现,节点词(no de wo rd)也就具有了相关的语义特点,整个语境就弥漫了某种浓重的语义搭配氛围———语义韵(semantic pro so dy)。

语义韵是指其典型搭配词具有某种语义特点,并非关键词本身有多少明显的积极意义或消极意义(卫乃兴,2002b)。

同时,具有相同语义特点的搭配词项常常因词的内涵或所含信息量、感情色彩、文体风格等不同而出现语义程度上的差别,即“语义强度”(semantic intensity)(汪榕培,2002)。

基于语料库的英语同义词对比研究——以influence 和impact 为例

基于语料库的英语同义词对比研究——以influence 和impact 为例一、引言同义词是指一组含有相同或几乎相同的本质概念意义的词。

传统的借助词典的辨析方法缺乏科学性且局限性大，而基于语料库研究的兴起为同义词辨析带来了更为科学、客观且全面的研究方法。

同义词典型的词语搭配及包含其中的语法模式都不能随意被替换更改。

除此以外，同义词在语义韵特征上也存在一定的差异性。

不同的词语搭配行为显示不同的语义倾向。

所以，本研究基于国内外语料库，采用定量与定性分析的研究方法，从类联接、搭配和语义韵三个角度来对比分析同义词influence 和impact 的使用特征，借以考察中国英语学习者对该组同义词的掌握程度与存在问题，帮助中国学习者更准确掌握同义词间的差异，在表达上更地道。

二、文献综述词语搭配是词汇研究的重点，Firth 曾说词的意义表现在与它结伴出现的搭配词中[1]。

Jones 和Sinclair 确立了一系列词汇搭配的基本测量方法，例如搭配力的确定和显著性搭配的统计等[2]，词语搭配因而得到了更为详尽的探究。

词语搭配探究中类联接是其中一个关键概念。

Mitchell 指出类联接是比词语搭配更高一等的抽象[3]。

严格来说，词语搭配是指具有相同语法结构的词语组合。

因此，词语搭配的定义需要限制在类联接的架构中[4]。

20 世纪90 年代左右，Sinclair[5]和卫乃兴[6]对语义韵的研究为词语搭配研究贡献了一个全新的方向。

研究发现，词项的搭配表露出一定的语义趋向:某些词汇项会习惯性地吸引具有相同语义特征的某类词汇，从而形成搭配。

由于这些具有相同语义特点的词汇项和关键词项在语篇中频繁同时出现，后者就会被相关的语义特征“感染”，整个语言就会笼罩在一定的语义氛围中。

基于语料库的词语搭配研究早期集中于对英语语言本身的研究。

例如Sinclair[5]等发现set in 具有消极的语义韵，搭配的名词大多是消极的，如disillusion，infection 和decay 等。