《英语语篇标记语的听力意义研究(英文版)》以关联理论为基础，分析语篇标记语在英语听力中的内在机制、基本作用、应对路径等学理与现实问题。《英语语篇标记语的听力意义研究(英文版)》共有七章，第一章为绪论部分，明确研究背景和目的，总结国内外关于语篇标记语的研究现状与趋势，明确相关的研究方法；第二章为实证调研分析部分，主要是进行问卷调查的数据采集、语篇标记语测试数据采集以及听力测试数据采集；第三章为理论依据考察部分，运用连贯理论、认知一语用等理论视角予以分析；第四章为语篇标记语分析部分，主要是解析语篇标记语的本质、综合解读、特性以及语篇标记语的功能；第五章为英语听力分析，主要分析听力的概念、听力的过程、听力学习存在的问题以及听力的相关策略；第六章为语篇标记语与新闻听力部分，研究语篇标记语与英语听力的关联性，语篇标记语在听力理解中的作用，以及听力理解中语篇标记语教学的必要性分析。第七章为发现与启示部分，立足《英语语篇标记语的听力意义研究(英文版)》研究的主要问题与内容，探讨语篇标记语在英语语言学中的相关学理启示。
编辑推荐目录文摘
编辑推荐
《英语语篇标记语的听力意义研究(英文版)》综合运用文献解读法、调查分析法、对照研究法与案例分析法，通过收集、分类和汇总国内外文献，对相关文献进行分析，全面系统梳理国内外关于语篇标记语的研究现状。运用实证分析的调查方法，以国内高校的英语教学为主要调查对象，注重调查方式的多样性与典型性，基于相应的数据统计与定量分析，实现学理研究与实证分析研究的有机结合。在解析中西文化差异以及高等教育差异的基础上，系统梳理语篇标记语对英语语言理解的基本作用，分析语篇标记语对国内高校学生的适用性范围和程度。基于语篇标记语在听力理解中的作用，以及听力理解中语篇标记语的必要性分析，探讨语篇标记语对语言理解，尤其是听力理解的相关学理启示。
目录
Chapter Ⅰ Introduction
1.1 Background and Purpose
1.2 Studies of Discourse Markers Abroad and at Home
1.2.1 Studies of Discourse Markers Abroad
1.2.2 Studies of Discourse Markers at Home
1.3 Studies of English News Listening Abroad and at Home
1.3.1 Studies of English News Listening Abroad
1.3.2 Studies of English News Listening at Home
1.4 Research Methodology
1.4.1 Hypotheses and Research Questions
1.4.2 Participants
1.4.3 Questionnaire
1.4.4 Tests on Discourse Markers and Listening
1.4.5 Procedure
ChapterⅡ Reakstic Basis
2.1 Data Collection and Analysis
2.1.1 Data Collection of Questionnaire
2.1.2 Data Collection of Test on Discourse Markers
2.1.3 Data Collection of the Two Tests
2.2 Results and Discussions from Listening Tests
2.2.1 Results and Analysis of the Topic Familiarity Survey
2.2.2 Results and Analysis of the Ptetest
2.2.3 Results and Analysis of the Posttest
2.2.4 Discussions of the Results from Tests
ChapterⅢ Theoretical Foundation
3.1 Deborah Schiffrin's Coherence Theory
3.2 Fraser' s Cognitive—Pragmatics Perspective
3.3 Blakemore's Relevance Theory
3.4 Comparison between Relevance and Coherence
Chapter Ⅳ Discourse Markers
4.1 Characteristics of Discourse Markers
4.2 Overall Analysis of Discourse Markers
4.3 Properties of Discourse Markers
4.4 Main Functions of Discourse Markers
4.4.1 Cohesion Function
4.4.2 Connecting Function
4.4.3 Indicating Function
Chapter Ⅴ English Listening Ability
5.1 Whatis Listening
5.2 The Process of Listening
5.2.1 The Role of Listening Ability in Learning English
5.2.2 Why Do we Listen
5.2.3 Listening to the News
5.3 Learner's Problems
5.4 Problems for Listening to the News
5.4.1 Unfamiliar Accents and Speed of Delivery
5.4.2 News Jargon
5.4.3 Connected Speech
5.4.4 Cultural Unfamiliarity
5.4.5 Unrealistic Expectations
5.4.6 Listening Advice from International Students
5.5 Listening Strategies Instruction
Chapter Ⅵ Discourse in English Listening
6.1 The Relevance between Discourse Markers and Listening Comprehension
6.1，1 Discourse Markers Enhance Basic Comprehension
6.1.2 Discourse Markers Enhance Pragmatic Understanding
6.1.3 Discourse Markers Enhance the Connection of Information
6.2 Studies on the Role of DMs in LC
6.3 The Necessity of Discourse Marker Instruction in LC
6.3.1 High Occurrence Frequency of Discourse Markers in the Listening Material
6.3.2 Approaches of Applying DMs in Listening Comprehension
Chapter Ⅶ Findings and Implications
7.1 Major Findings of the Study
7.2 Implications for English Teaching and Learning
7.2.1 Implications for Students
7.2.2 Implications for Teachers
7.3 Limitations of this Thesis
7.4 Recommendations for Further Study
Conclusion
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
文摘
版权页：
5.4.1 Unfamiliar Accents and Speed of Delivery
Most learners who come to Ireland to learn English are unfamiliar with the accent， stress and intonation which they are likely to hear on local news reports.Repeated listening to a recording of interviewees on the news can be of real benefit to students because they can examine the features of speech which cause problems to them.Field （1998） advocates a diagnostic approach whereby the teacher follows up incorrect responses in order to determine where understanding broke down and to put things right.The author has begun to experiment with the kind of exercises for practicing sub—skills advocated by Field （ 1998）. For example， the author uses audio recordings in order to address this issue because they are easier to replay in class quickly.The author gives learners the opportunity to guess what the speaker is saying.Sometimes during a segmentation exercise they hear a group of words they have heard before and have not understood. For example， a pre—intermediate Spanish student was very happy to hear someone being interviewed say： Do you know what I mean？.At last she could find what it meant.
5.4.2 News Jargon
The range of vocabulary and grammatical complexity can vary quite considerably from news service to news service.Learners are not always aware that they are likely to hear similar news items presented in linguistically contrasting ways， depending on which station they are tuned to.The BBC， for example， will use more formal language than， say， Sky News.Students will hear jargon in both cases， but they will tend to be quite different from each other.
| ISBN | 9787516161821 |
|---|---|
| 出版社 | 中国社会科学出版社 |
| 作者 | 牟雅敏 |
| 尺寸 | 16 |