我国大学英语学习者(CCEFLL)在议论语篇和言语行为中使用模糊限制语的类符总量明显少于本族语者(NS),总体频率显著低于后者。在议论语篇中,CCEFLL使用认知副词的频率稍高于NS,而后者使用认知情态助动词、动词、形容词和名词的频率明显高于前者;在言语行为中,CCEFLL使用程度变动语的频率和比例均明显高于NS,但后者使用范围变动语、直接缓和语和间接缓和语的频率和比例均明显高于前者。CCEFLL模糊限制语习得的发展特征较为复杂。首先,随着英语水平的提高,CCEFLL使用模糊限制语的类符总量在增加,但总体频率在减少;其次,CCEFLL使用各类模糊限制语的能力与其英语水平之间的关系呈现多元化发展趋势。影响CCEFLL习得和得体使用模糊限制语的主要因素有五个,即模糊限制语的复杂属性、中英学术文化差异、汉语负迁移、语言能力和学术写作指导严重缺位。我们认为要解决CCEFLL模糊限制语习得中存在的主要问题,需重点做好三方面工作:提高意识、正确指导和提高语言能力。
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