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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-06-20编辑:lgg点击率:4112
论文字数:36900论文编号:org201406201102254334语种:英语 English地区:中国价格:$ 66
摘要:As first introduced by Labov and Waletzky (1967), evaluativefunction of narratives establish the meaning of the narrative for thenarrator by conveying the narrator's emotional assessment of his/herattitude toward the events being narrated. Thus evaluation is an importantpart in narratives.
Chapter Two Theoretical Foundation
2.1 Theoretical Foundation on Narrative Discourse
Narrative discourse is especially useful in studying foreign languagelearners' communicative competence at a discourse level, as narratives, asone of the earliest discourse form that is realized differently in differentcultures. For its' important status, some basic theories about it willpresent firstly. Chatman anchors his approach quite firmly to the Frenchstructuralist tradition and the work of Roland Barthes, Tzvetan Todorov,. . .and Gerard Genette, and also to the Russian formalists, especiallyVladimir Propp, and his work on simple narratives. Structuralist theoryargues that each narrative has two parts: a story (histoire) and a discourse(discours); the components of the story can be diagrammed as follows:(based on Chatman 1978) To use Chatman's terms, the story is the “what,’ of the narrative andthe discourse is the "how". That is, the story is the content of narrativeand the discourse is the expression.八 narrative is a communication andpresupposes a sender (speaker) and a receiver (hearer). Communicated bythe discourse, a speaker tells a hearer the story. On the contrary, a hearergives respond, participates in narrative transaction and draws inferencesfrom the discourse. It is the story, the formal content element of narrative,which is actually communicated by the discourse. "The discourse is saidto "state" the story, and these statements are of two kindsprocess andstasisaccording to whether someone did something or somethinghappened; or whether something simply existed in the story."(Chatman1978)
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2.2 Interlanguage Theory
The term "Interlanguage" was first adopted by English linguistSelinker in his thesis "Language Transfer" in 1969. In 1972, he publishedanother thesis in which he explained the term "Interlanguage" in detailand has established it status in second language acquisition. Later on,other linguists named it differently. W. Nemser called it "approximativesystems". Corder named it as "learner's built-in syllabus", "idiosyncraticdialects" and "transitional competence". However, the most influentialone is still the term "Interlanguage".Interlanguage refers to the separalcncss of a second languagelearner's system that has a structurally intermediate status between Nativelanguage and Target language. Sclinkcr holds an opinion that there arcfive principal processes---language transfer, overgeneralization of thetarget language rules, transfer of training, strategies of second languagelearning, and strategies of second language communication in theinterlanguage system. Following the path of these five processes, learnerscan internalize the second language system. Besides, Selinker also comeup with a concept of fossilization. Fossilization is a term that is used todescribe the phenomenon that language learners who are unable to reachthe target language because they can't reach the end of the interlanguagecontinuum. If there are some similar features between the learners'interlanguage and the target language, then fossilization of the correctform will appear. But if there are not similar features between them,fossilization of the error will present.
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