基于語料庫的IELTS模擬寫作立場(chǎng)標(biāo)記語研究.pdf

1、碩士研究生學(xué)位論文ACorpusbasedStudyofStanceMarkersinIELTSModelWriting基于語料庫的IELTS模擬寫作立場(chǎng)標(biāo)記語研究姓名：學(xué)號(hào)：培養(yǎng)單位：學(xué)科專業(yè)：研究方向：指導(dǎo)教師：完成日期：曹卓明2140658西語學(xué)院英語語言文學(xué)語用學(xué)黃萍教授2017年4月纛皤k廠—劈、奄∥，另一囂《英文摘要fAbstractStancemarkersareusedtodeliverpeople’Semotions，

2、attitudesandopinionsWiththeunprecedentedincreaseandfleetlydevelopmentofChineseeconomymoreandmorestudentswouldliketochoosetogoabroadforfurtherstudyTheIELTSgradesarethebasicrequirementforstudentstogotothecollegeThegradesof

3、thewritingpartoccupy25％ofthetotalgradesandthewritingpartiI(argumentativecompositionwriting)isthemostvitalpartThisthesisaimstostudywhetherstudentsusestancemarkersinIELTSmodelwritingpartIIornotcaninfluencethegradesofwritin

4、gpart，SOthisthesisaimstostudystancemarkersBiber’ssemanticclassificationofstancemarkersaleusedinthispapertodescribeandanalyzethecorpusAccordingtotheIELTSofficialstandard，thecollecteddataisdividedintothreelevels：Low(45grad

5、e)，Middle(67grade)andHigh(89grade)Fivequestionsarecarriedoutinthispaper：(I)WhatarethegeneralcharacteristicsoftheuseanddistributionofstancemarketsinIELTSwritingpartII(2)Whataresimilaritiesanddifferencesintheuseofstancemar

6、kersintheIELTSwritingpartII(3)WhatarethefunctionsofstancemarkersusedinIELTSwritingpartII(4)Whatarethepossiblereasonsforthesedifferences(5)DoestheuseofstancemarkershaverelationshipwiththegradeofIELTSmodelwritingpartIIIuse

7、theAntConctocalculatedataandtileChi—squareofSPSS240toanalyzethecollecteddataEpistemicstancemarkersarethemostfrequentlyusedbyhighgradestudentsInepistemicstancemarkers，modalexpressionsandstanceadverbialsareusedmuchmorefreq

8、uentlythanothercategoriesThelowgradestudentswouldliketousetheattitudinalstancemarkersThereisnosignificantdifferenceinstyle—ofspeakingstancemarkersamongthreelevelsTwofunctionsofstancemarkerscanbeconcludedintileIELTSmodelw

9、ritingpart11TheyareinterpersonalfunctionandtextualfunctionIntileinterpersonalfunction，itcanbedividedintofourcategories：(1)expresspoliteness，(2)expt‘eSSpersonalparticipation，(3)avoidunnecessaryriskand(4)shrinktileresponsi