话语标记语论文：话语标记语wellsolike及youknou中国英语专业研究生语境语用功能
话语标记语well关联顺应性论文
话语标记语well的关联顺应性分析摘要：话语标记语是一种十分常见的话语现象，其作用非常丰富，对话语的生成和理解有着重要的促进作用。
well作为话语标记语，在交际语境中起一种“标记”的作用，不构成话语的基本语义或命题意义。
本文在借鉴关联理论和顺应理论研究成果的基础上构建关联—顺应模式，在这一理论框架下分析了话语标记语well的关联顺应性，试图对话语标记语well在话语中的生成和理解进行阐释。
关键词：话语标记语；well；关联；顺应中图分类号：h030 文献标识码：a 文章编号：1009-0118（2012）-02-0-02一、引言话语标记语是在语言中不影响句子真值、只表达态度或步骤意义的语言成分，近年来已成为国内外话语分析和语用学研究的热点(冉永平，2000)。
由于研究的出发点或侧重点不同，出现了各种名称，如话语联系语、话语操作语、话语小品词、语用表达式、语用标记语等（何自然，冉永平，1999）。
本文统称为“话语标记语”。
根据以上的名称，我们可以获知对话语标记语的研究有句法的、语义的以及语用的。
二、关联－顺应模式（一）理论背景简介1、关联理论sperber和wilson（1986/1995）认为:交际活动是人类认知活动的一种，交际的基础就是话语的关联性。
sperber和wilson把关联定义为:假设同一系列语境之间的关系，即会话过程中的后一话语与前一话语以及会话赖以存在的语境在语义和语用方面的关系。
在言语交际中，听话人对世界的假设是以概念表征的形式储存于大脑中，构成了用来处理新信息的认知语境(苗兴伟，1997)。
它由三方面的信息组成:逻辑信息、百科信息和词汇信息(何自然，冉永平，1998)。
关联理论结合了另外两种交际模式——语码模式和推理模式，提出了交际中的明示-推理模式。
这种明示-推理过程之所以存在，是因为存在关联原则和最佳关联假设。
关联理论的交际观、认知观，以及它关于最大关联和最佳关联性的理念，对于话语含义的理解有着指导性的意义。
国内英语专业研究生话语标记语习得实证研究——以Well
ｐｒＩ ， ｔ 传统语法分类 ， 却具有丰富的语用功能 ， 对言语交际成 功有十 （ａ ）该 部分 语料 库包 含了平均年龄 在二十二岁 的若干美
分重要的影响 。虽然 国内外 学者对该 类语言现象 的命 名各不 国大学 生对 无声 电影 “ ｈ ｍ ｇａｔ故事情节 的陈述以及他 Ｔ ｅＩ ｉｒ ” ｍ ｎ
必然受到影 响。此外 ， 目前 国 内学 者集 中于研 究大 学生 及 中 本 中所有 ｗ ｌ Ｏ ｌ ｅ ｙｕｋ ｏ ｅｌ ，ｉ ， ｏ ｎｗ的使用情况 ， ，Ｓ ｋ 然后逐一选 出 ｅｌ Ｓ，ｌ ，ｙｕｋ ｏ ， ｋ ｌ ｒ２ ０ ） ｌ 学生 的 口语 ， 对英语专业 研究 生 的 口语研 究仍 是空 白。鉴 于 话 语标记语 ｗ ｌ， Ｏ ｉｅ ｏ ｎ ｗ 并参 照 Ｍｉ ｅ（０ ５ 此， 本文尝试 自建一 个 与 英语 本 族 语 语料 库 Ｇｅｓｎ—Ｌ ｎ 提 供的语用功能表根据不同的语用功能做标记。为确保标记 ｉ ｅ ｓ ｏｇ 笔者在 两个 月 内对 文本进行 了多次标 记并 前后仔 Ｂ ａｈＣ ａ ｌ ｏ ｕ（ Ｌ Ｃ ） 行的 中国英语专业研 究生 口 ｅｃ ｈｐｉ Ｃ ｒ ｓ Ｇ Ｂ Ｃ 平 ｎ ｐ 的客观性 ， 细核对 。接着依据标记检索出各种语用功能的总频次以及在 语语料库 ， 比二者进行 定量 分析 ， 对 并结合 问 卷调查 ， 以探讨
标记语 ” ｄｓｏ ｒ ｒｅｓ （ ｃｉｒ ，１ ８ ） （ ｉ ｕｓ ｍａｋｒ） Ｓｈｆｉ ９ ７ ｃ ｅ ｆｎ
对其进行前测 分组 ， 为高水 平组 （ ２人 ） 分 １ 和低水 术界较为普遍 地接 受。其中 ， 话语标记语 ｗ ｌ Ｓ ， ｉ ｅ ， Ｏ ｌ ｅ及 ｙｕ 口语考试 ， ｌ ｋ ｏ
第ｌ ６卷第 ５期
２１ 年 １ ０１ ０月
话语标记语well的语用功能分析 词汇学课程论文
英语词汇学课程论文院系外国语学院专业英语师范班级2014级英语师范1班学生姓名陈雪姣学号201410014131任课教师肖祎2016年 12月 22日Pragmatic Analysis of the Discourse Marker Well 2014级英语师范专业学生：陈雪姣学号：201410014131Abstract: This paper focuses on the pragmatic functions of the discoursemarker well in verbal interaction.Through the analysis of the collected data in English based on the corpus, it is found well can actrespectively as a repair marker, initiation marker, delay marker, mitigator of face threatening acts as well asinsufficiency marker in different contexts.It may help English learners understand the pragmatic functions of well in verbal communication with these specific analyses.Keywords:discourse marker;well; pragmatic functionsI.IntroductionWhen speakers want to make their words achieve their ideal purpose in a conversation, they may use discourse discourses to let it be. A discourse marker is structurally independent of the sentence and semantically without special meaning. Although they don’t have certain meaning of expression, they play the role of continuing the discourse, showing the discourse structure, and expressing the speaker’s implication. There are some common discourse markers, such as well, oh, like, you know, I mean, and, but etc..Well has a higher frequency use in spoken English,and it received much attention among researchers.Well, as a discourse marker, has been studied in various fields. Some researchers were looking for a unified meaning for well, while others aimed to clarify the different function that well performs in certain discourse contexts. Although some functions of well have been explained, it is still needed more comprehensive studies on pragmatic properties. This paper will focus on the pragmatic functions of discourse marker well. In addition, the conversational meanings it encodes in different contexts will also be explained.II.Analysis ofPragmatic Functions of the Discourse Markers “Well”1.Literature ReviewIn recent twenty years, many researchers have been taking serious interest in the study of discourse markers and they have made great contributions in this field. Jucker (1993) uses the theory of the relevance theory (Sperber＆Wilson 1986/1995) to analyze the pragmatic function of discourse markers in detail. In terms of discourse marker Well, he exclaims that “Well”in oral communication can act as a face-threat mitigator, frame marker, marker of insufficiency and delay device.Ran Yongping (2003) based on results of previous research, re-sorting and dividing the pragmatic functions of discourse marker “Well”. And he discussed the possible pragmatic functions of well in different contexts. There are four main aspects: mitigatorof face-threatening acts, hesitation or delay marker, insufficiency marker as well asrepair marker.This paper will combine some specific spoken corpus to further analyze the pragmatic function of discourse markers well in verbal communication.2.Pragmatic Functions of the Discourse Markers “Well”2.1As a Repair MarkerSometimes speakers may hear the wrong words, or misunderstand certain information or inaccurate words. Then they are likely to repair their words on line. (Ran Yongping, 2003) English native speakers often use well to suggest that they will correct their own words.And well as a means of language insertion can play a role in the amendment. As follows:(1) Grandpa:Lots of wonderful memories .We married almost fifty years .Well, forty-seven, to be exact.(2) We walked along in silence for a bit, well,not really silence because she wasbumming.(3) A:Good morning, Fred, I hope you’ve recovered from your illness.B: Yes, thank you. W ell, not fully, but I’m on the mend.Take (1) and (2) for example, speaker uses well to repair specific information, which is called self-repair. While take (3) for instance, B repairs A’s words, which is called other- repair.2.2As an Initiation MarkerWell, as an initiation marker, it always appears at the beginning of a conversationto restart a new conversation, or it acts as the initial part of the last turn, to make a response (Li Ming, Chen Xinren, 2007).As follow:(4) Teacher:(when hearing the bell ring)Well, let’s begin our class.(5) A:I have tons of chutney.B:Well, how much did you pay for it?Take (4) for example, the teacher uses well to start the class, then greeting his students. This kind of beginning makes the conversation natural. While take (5) for instance, well used by B to responseA, then a new topic is referred. It also indicates a new conversation begins.2.3Asa Delay MarkerIn order to avoid long unnecessary pause in a conversation, well acts a delay marker which can effectively adjust the tempo of speakers. On the other hand, it is also indicates the listeners the following words that speakers who just lack of careful thinking will say. In this way speakers can have more time to prepare the following talks. Examples listed as follows:(6) Susan:We couldn’t ask for anything more,could we?Harry:Well1...Susan:Well...? Could we ask for anything more?Harry:Well2 ...we......Susan:What did you mean by “well ...”?You hadsomething on your mind when I said we couldn’t ask anythingmore....Susa:Well3, are you going to tell mewhat’s onyour mind, Harry?Harry:I have been offered a job with a major accounting company in Los Angeles.(7) ...then first, I, you see, you may meet a lot ofnew words in, ...well..., in your, er, firstyear. ...Take (6) for instance, Harry had a good opportunity of his work. But what confused Harry is that he had to leave New York for Los Angeles. This means he will be depart from Susan who married Harry not very long ago. So Harry was so confused that he didn’t know how to tell the fact to Susan. Well1and well2act as delay marker, indicating Harry’s hesitation.And as for (7), the speaker apparently didn’t organize his words fully, so he used well to leave more time for thinking, and italso indicated his words was continuing.In both (6) and (7), well act as delay marker, in one way or another, it is the means to protect speakers’ talking chances.2.4As a Frame MarkerWell can also be used to separate different units of speech, acting the role of conversion topics. In the following example, the speaker uses well to return to the topic and functions to divide the different discourse frameworks.(8) A: ...but if they wanted people around to talk to, then I would be very happy to stay, and got a letter back saying we have arranged for you to stay — well, le t’s take the interview first...As the last example, at first the speaker expresses his idea of willing to stay here, talking to people who want to talk to him. But next he just turns the topic to another one. Well used as a frame marker to separate the two points, reaching its functions at this situation.2.5As a Mitigator of Face-threatening ActsOntheinterpersonal level, well mainly functions as a face-threatmitigator (Jucker 1993), In communication, people tend to be polite to others and also hopethat others are polite tothem, or in other words, people are conscious to save face or to reduce face threat. Therefore, in communication people will try many means to reduce face threat and well is one of them. We say well is a means used to obtain mitigation in order to save face when there is misunderstanding or misconception.(9)(Scene: The Launderama, Rachel is there, waiting for Ross. An old woman takes Rachel's clothes off the machine and begins loading it with her things.) Rachel: Oh, ’scuse me, I was kinda using that machine.Woman: Yeah, well, now you are kinda not.In the above example, a woman takes Rachel’s place and Rachel tries to tell the woman that the place is hers, using “kinda” to reduce face threat. The woman, also trying to be less impolite, uses “well” to save face.2.6As an Insufficiency MarkerIn daily conversation, both of speakers are always unwilling to tell the fact to the other directly. Instead, they want to hide the real intention or imply some information. So, well, as an insufficiency marker, is used to reach speakers’ purpose.(10) Reporter: How do you know this?Hayden:Well, they’re right behind us.You can call Mr. Anderson, who’s righthere, who has been assigned to me. I shook him three days ago.Take (10) for example, when the reporter asked Hayden how he known that those policemen in plain clothes are on some kind of special assignment, he did not give the full explanation and meanwhile gave him some advice to ask for another person Mr. Anderson whom he shook three days ago. Wellis used here to show that the Tom does not give enough information to the reporter.III.ConclusionThis paper is based on the findings of previous studies, generalizing some typical results that scholars have ever researched, and analyzing pragmatic functions of the discourse m arkers“well” in a more specific way.Sixtypes of pragmatic functions of well are presented in this paper, including as a repair marker, as an initiation marker, as a delay marker, as a frame marker, as a mitigator of face-threatening acts, and as an insufficiency marker. As a repair marker, it is used to correct speakers’ own mistakes or to correct other’s wrong assumptions.It is used as an initiation marker to restart a new conversation, or to make a response.Well acts as a delay marker, which signals that the speaker needs time to meditate. As a frame marker, it signalsa shift in the topic and it also helps the speaker return to the main topic after some breakings or some irrelevantutterance.It is used as a mitigation of face-threatening acts in order to solve misunderstanding or disapproval. As an insufficiency marker, it means the speaker don’t want to supply some information or explanations to the hearer.With the abundant data that the BNC provides,eachfunction has been tested and analyzed pragmatically. Such an intensive method ensures an in-depth interpretation of well’s conversational meanings in different discourse contexts. This provides a solid basis for the later analysis of the core function and core meaning of well.References[1]Jucker, A.H.1993.The discourse marker well:Arelevant theoreticalaccount[J].Journal ofPragmatics 19 (5).[2]冉永平，2003 ，话语标记语well的语用功能[J] ，《外国语》。
话语标记语的语用特征论文[精选5篇]
![话语标记语的语用特征论文[精选5篇]](https://img.taocdn.com/s3/m/6c44b6d39a89680203d8ce2f0066f5335b816743.png)
话语标记语的语用特征论文[精选5篇]第一篇：话语标记语的语用特征论文摘要：本文运用语用理论探讨了话语标记语的几个主要特征。
话语标记语是在语言中不影响句子真值、只表达态度或步骤意义的语言成分。
话语标记语在话语中具有关联性、顺应性及礼貌性三个语用特征。
首先，关联理论为话语标记语的存在提供了认知依据。
话语标记语的关联性使其在话语的生成和理解过程中可以增加交际双方的认知共性和语境效果。
第二，话语标记语反映了语言使用者对语境的一种顺应，不仅可帮助说话人构建语篇，同时还可实现不同的语用功能，促进交际的顺利进行。
第三，话语标记语遵守了礼貌原则中的得体准则，能够增强话语的礼貌性，提高话语的礼貌级别。
关键词：话语标记语;关联性;顺应性;礼貌性;语用特征一、引言话语标记语(discourse markers)是一种常见的话语现象，是一些在话语中起语用作用的词语或结构。
近年来，话语标记语已成为语用学研究中的一个新课题，并引起国内外语言学界的重视。
[1]由于研究的出发点或侧重点不同，国内外学者为话语标记语赋予了不同的名称，如：语义联加语(semantic conjuncts)、语句联系语(sentence connectives)、逻辑联系语(logical connectors)、话语小品词(discourseparticles)、话语操作语(discourse operators)、语用标记语(pragmatic markers)等[2]。
话语标记语包括部分连接词(如and，so，therefore，because 等)、副词(如obviously，actually等)、感叹词(如oh，well等)以及某些短语或小句(如you know，you see，Imean等)[3]。
它们传递的不是命题意义或语义意义，而是程序性意义。
也就是说，它们不构成话语的语义内容，而是为话语理解提供信息标记，从而对话语理解起引导作用。
话语标记语对于话语连贯的形成、交际能力的组织非常重要，其主要作用就是促进听话者对交际语境中各种因素之间的连贯关系进行有效的理解。
英语专业学生习得话语标记语WELL语用功能之实证研究
英语专业学生习得话语标记语WELL语用功能之实证研究1. 本文概述在本研究中，我们专注于探讨英语专业学生在第二语言习得过程中，如何习得并运用话语标记语WELL的语用功能。
话语标记语作为交际中的一个重要元素，对于非母语者来说，掌握其恰当的使用时机和功能是提高语言运用能力的关键。
本研究采用实证研究方法，通过问卷调查、口语访谈和语料库分析等手段，收集了一定数量的英语专业学生在不同语言环境下使用WELL的实例。
研究旨在揭示学生对该话语标记语的认知程度、使用频率、以及在实际交流中的功能变化。
通过对收集到的数据进行详细的定性与定量分析，本文试图回答以下问题：英语专业学生在何种情境下更倾向于使用WELL？他们在使用过程中展现出哪些语用策略？以及这些策略如何反映其对话语标记语功能的理解与掌握程度？最终，本研究旨在为英语教学提供实际指导，帮助教师更有效地设计教学活动，促进学生话语标记语习得，从而提高他们的交际能力。
2. 理论框架与概念界定本研究的理论框架主要基于语用学和社会语言学两个学科。
语用学关注的是语言在实际交际中的使用，特别是语言使用者如何利用语境来理解和使用语言。
社会语言学则关注语言与社会结构之间的关系，包括语言如何反映和影响社会身份、社会关系和社会行为。
在语用学中，话语标记语（discourse markers）是研究的一个重要领域。
话语标记语是口语交流中常用的词语，如“well”、“you know”、“I mean”等，它们通常不承载直接的语义内容，但对话语的组织、语境的理解以及人际关系的构建等方面起着重要作用。
本研究特别关注“well”这一话语标记语，探讨其在英语专业学生口语交流中的使用和功能。
社会语言学角度则关注语言使用者在特定社会文化背景下的语言选择，以及这些选择如何反映和影响其社会身份。
在英语作为第二语言（ESL）的学习环境中，英语专业学生的话语选择不仅反映了他们的语言能力，也体现了他们的社会身份和文化认同。
浅析话语标记语you know认知语用分析
浅析话语标记语you know认知语用分析概要：话语标记语是说话人为了实现某种交际目的而选择的关联明示手段，反映了他的元语用意识，显现了不同的认知语用效果。
本文从基于认知语用学的理论框架，运用其基本的关联理论对you know 这一常用的话语标记语进行了分析，总结了you know在会话中四个方面的功能，论述了在不同语境条件下元语用意识在说话人选择此标记语时给予的指导和调控，他所要表达的真实意图、态度或情感，以及由此提供给听话人的相应的关联信息，引导听话人如何去处理后续话语。
对类似you know的话语标记语的深入分析的同时也是在深人了解人们的语言认知心理轨迹，这对人们有效地使用语言并成功地进行言语交际具有重要意义。
Abstract：Discourse markers are commonly used in daily communication，which are to mark various logical words and phrases in the discourse.“you know” is a discourse marker，relatively，frequently used by people.Based on the Relevance Theory，this paper analyses “ you know” from the angle of cognitive pragmatics，which will help people communicate successfully.Key words：discourse marker you know cognitive pragmatics relevance theory一.引言话语标记（discourse marker）是言语交际中常见的话语成分。
英语中的“I mean”﹑“that is to say”﹑“you know” ﹑“well，anyway”等以及汉语中的“我的意思是”﹑“你知道的”﹑“也就是说”等都属于话语标记语.。
话语标记词Well的特殊叙事语用功能研究
话语标记词Well的特殊叙事语用功能研究
袁利
【期刊名称】《齐齐哈尔大学学报（哲学社会科学版）》
【年(卷),期】2017(000)004
【摘要】Well话语标记形态独立于词汇意义,在口语交际中因其所起的典型语用功能而备受学界关注.作为话语标记词,其语用意识概括起来也有十几种之多,然而well 在口头叙述中所起着既不同于词汇意义也不同于常见话语标记功能的特定功能,即开启新的故事和新的片段,引导听者进入叙事框架和故事开头与结尾,在故事被打断或离题后叙事者引导听者重回故事主线和故事情节,预想故事结局等功能.因此well 在口头叙事中所反映的是对叙事框架和内容组织的期望以及对叙述结构掌控的语用功能.
【总页数】5页(P139-143)
【作者】袁利
【作者单位】四川民族学院英语系,四川康定626001
【正文语种】中文
【中图分类】H313
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2.浅析话语标记词well的语用功能——以《生活大爆炸》S1E1为例 [J], 万泉;周密
3.浅析话语标记词well的语用功能——以《生活大爆炸》S1E1为例 [J], 万泉;周密
4.中国英语外语学习者习得口语话语标记词“WELL”语用功能之特征研究——一项基于COLSEC语料库的证据分析 [J], 甄凤超
5.西班牙语中话语标记词 pues 的语用功能研究 [J], 王悦澄
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试论研究大学英语教师课堂话语标记语的实验构想
试论研究大学英语教师课堂话语标记语的实验构想论文关键词:大学英语课堂话语标记语教师课堂话语实验论文摘要:本文就大学英语教师在课堂上使用话语标记语提出了研究的实验构想,提出将着重对于中国籍大学英语教师在课堂环境下使用的话语标记,基于调查取样进行描述性研究的实验构思,并对实验结果作出推测,为进一步进行实证实验奠定了基础。
话语标记语在语篇的组织中起着连贯上下文、完善交际技巧的作用。
掌握并娴熟地使用话语标记语能够让交流双方达到更加完美的交流程度。
语言教师在给学生授课时更是应注意自己言语的有效力。
目前对于话语标记语在教学方面的研究,国内外的研究焦点多放在学生口语、听力理解、写作的话语标记特点及二语学习者标记和母语学习者标记的对比中,本文的选题新颖之处在于研究对象从学生换成了英语教师,在课堂环境中不同英语专业教师使用话语标记的特点及衔接方式。
该课题对于语言教师如何在课堂环境下有效地使用话语标记语,帮助学生理解课程内容进行了研究。
一、研究背景话语标记的研究对于我们理解交际能力来说至关重要。
话语标记已成为建构功能主义语言模式的语言学家研究的重点。
它们不仅可以使得言谈自然并合乎语境,而且表明语言是人类所独有的。
从20世纪50年代初出现萌芽到70年代中期至80年代中期大量论文论文集的出现,伴随着话语分析、语用学的发展,话语标记的研究亦从中获得了极大的推动。
80年代中后期是话语标记研究的黄金发展阶段。
这段时间无论研究队伍、研究成果,还是在语言学界的影响等,都远胜于前。
1977年,journalofpramatics(《语用学杂志》)在荷兰创刊,现任主编是jacobl.mey(odenseuniversitydenmark)。
1986年该杂志首次以特辑形式介绍各国语言中话语标记研究(当时使用的术语是particle)的概况,本期杂志由澳大利亚国立大学的annawierzbicka编辑,专题以“particles”命名。
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话语标记语论文：话语标记语 well so like及you knou 中国英语专业研究生语境语用功能
【中文摘要】研究表明,话语标记语在语言交流中扮演着重要的角色。
因此,它们已成为语言学领域学者们所追捧的研究对象。
本文首先回顾了话语标记语研究中一些最常见的概念与构念,如话语标记语的术语名称,显著特征,语用功能及其分类。
文章重点分析了四个常用的话语标记语,即well, so, like和you know,并分别介绍了它们的语用功能及英语学习者的习得情况。
基于前人的研究,本论文提出了五个假设,对不同英语水平的中国英语专业研究生习得话语标记语的情况作出了预测。
研究结果表明中国英语专业研究生,尤其是低水平组的受试,他们和中国的中学生及本科大学生一样,仍然需要提高
在英语口语中恰当使用话语标记语的能力。
文章主要从三个方面揭示他们使用well, so, like和you know时的不当之处,其中包括在不同语境中话语标记语的使用频率,话语标记语类型以及语用功能。
【英文摘要】It has been suggested that DMs (discourse markers) play a very important role in the language communication, and therefore they have become a popular research object in the linguistic area.This paper first reviews some general aspects concerning DMs, such as their confusing terminology, common properties, complex functions and
classification. What’s more, the paper especially focuses on four frequently-used oral DMs, i.e., well, so, like and you know, as well as their pragmatic functions. L2 acquisition...
【关键词】话语标记语 well so like及you knou 中国英语专
业研究生语境语用功能
【采买全文】1.3.9.9.38.8.4.8 1.3.8.1.13.7.2.1
同时提供论文写作定制和论文发表服务.保过包发.
【说明】本文仅为中国学术文献总库合作提供，无涉版权。
作者如有异议请与总库或学校联系。
【英文关键词】discourse markers well so like and you know Chinese English-major postgraduates speech contexts pragmatic functions
【目录】中国英语专业研究生活话语标记语Well，So，Like，You Know的习得研究摘要2-3Abstract3中文文摘
4-6Contents6-8Chapter One Introduction8-12 1.1 Discourse Makers:the Target of Research8-9 1.2 Rationale for the Study9-10 1.3 Organization of the
Thesis10-12Chapter Two Literature Review12-28 2.1 Discourse Markers12-15 2.2 Pragmatic Functions of
Well,Like,So,You Know15-21 2.3. L2 Acquisition of
Well,Like,So,You Know21-28Chapter Three Research Hypotheses and the Empirical Study28-36 3.1 Research
Hypotheses28-29 3.2 The Empirical Study29-36Chapter Four Results for Research Hypotheses Testing and General Discussion36-48 4.1 Results for Hypothesis 136-37 4.2 Results for Hypothesis 237-39 4.3 Results for Hypothesis 339-41 4.4 Results for Hypothesis 441-43 4.5 Results for Hypothesis 543-48Chapter Five Conclusion48-52 5.1 Summary of Research Findings48-49 5.2 Pedagogical Implication49-50 5.3 Limitations and Suggestions for Further Research50-52References52-54Appendix 1 Sample Test54-55Appendix 2 Demographic Questionnaire55-56攻读学位期间承担的科研任务与主要成果
56-58Acknowledgments58-60个人简历60-62。