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本研究依据Hyland & Milton(1997)认知情态类模糊限定语的分类,从比较中国、美国和法国大学生议论文中认识情态词入手,通过对比各组观察频数,试图发现三国大学生议论文中认知情态词的使用策略差异。分析数据结果显示,中国大学生认知情态词的使用策略基本接近美国本族语大学生,而法国大学生议论文中认知情态词的使用策略和本族语大学生存在明显差异。另外通过数据分析,本研究还以期探讨母语文化是否显著影响二语写作者习得模糊限定语这一技能。
According to Hyland & Milton (1997) classification of cognitive modal hedges, this study starts with the comparison of modal words in Chinese, American and French college students' essays. By comparing the observation frequency of each group, this study tries to find out the cognitive modality Differences in usage strategies of words. The analysis results show that the use strategies of Chinese college students 'cognitive modal words are basically similar to those of American native speakers. However, there are obvious differences in the strategies of using the cognitive modal words in French college students' argumentative papers and native college students. In addition, through data analysis, this study also explores whether native language culture significantly influences the ability of second language writers to acquire hedges.