中国高水平学习者议论文中认知情态词的使用特点--基于语料库的对比研究

Epistemic modality in argumentative writings of Chinese advanced English learners

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。

Based on Hyland & Milton's (1997) classification of epistemic modality markers， we explored the characteristics of epistemic modality markers in argumentative writings of Chinese， American and French university students. Data analysis showed that Chinese university students' use of modality markers shared substantial similarities with American counterparts， while French university students seemed strongly influenced by their mother tongue and their hedging was dissimilar from English native students. Meanwhile， we were also seeking evidence on whether L2 writers would be considerably influenced by their culture background in acquiring hedges.