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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:2014-06-30编辑:lgg点击率:3142
论文字数:36900论文编号:org201406271049154259语种:英语 English地区:中国价格:$ 66
摘要:MMSTCDC, a corpus of model middle school English teacher classroomdiscourse and STCDC, a corpus of English student teacher classroom discourse.Specifically, it investigates the similarities and differences of the DM uses betweenmodel teachers and student teachers from a functional linguistic perspective.
2.2 Classification of DMs
Similar to the definition of DMs, the classification of DMs differs from differentanalytical perspectives in different approaches. Halliday and Hasan (1976: 249-267)divided discourse markers into three groups and each group has its own subtypes. Chaudron and Richards (1986:116), in their study of exploring the effect ofdiscourse signals and markers in lectures on second-language learners’comprehension, divided the discourse signals or markers into two types:“macro-markers”, signaling the relationship between successive episodes and moveswithin the lecture, and “micro-markers”, serving as filled pauses giving listeners moretime to process individual segments of a piece of discourse. Chaudron and Richards(1986:127) further subdivided micro-markers into five types: segmentation (e.g. well,and), temporal (e.g. at that time, eventually), causal (e.g. so, because), contrast (e.g.but, only) ,emphasis (e.g. of course, actually). They also listed some macro-markers(e.g. we'll see that, to begin with).
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Chapter 3 Study design.....16
3.1 Method......16
3.2 Description of STCDC....16
3.3 Description of MMSTCDC....17
3.4 Data analysis....17
Chapter 4 Date analysis and discussion....18
4.1 Interpersonal category....22
4.2 Referential category......26
4.3 Structural category......27
4.4 Cognitive category.......31
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