發(fā)布時間：2017-12-28 02:37

  本文關(guān)鍵詞：英語專業(yè)研究生學(xué)位論文的語篇評價意義研究　出處：《東北師范大學(xué)》2016年博士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 英語專業(yè)研究生學(xué)位論文 語言使用 語篇評價意義

【摘要】：圍繞英語專業(yè)研究生學(xué)位論文,學(xué)界涌現(xiàn)出了諸多針對其語類特征、語篇結(jié)構(gòu)、詞匯語法偏誤、培養(yǎng)模式與質(zhì)量標準的研究。同時,由于國際上以英語作為媒介發(fā)表學(xué)術(shù)論文、開展學(xué)術(shù)交流的情況日益普遍,國外很多學(xué)者開始研究英語作為二語/外語的學(xué)術(shù)寫作中的困難及其影響因素。但是,這些研究中,對英語學(xué)位論文的詞匯語法偏誤等語言問題關(guān)注較多,卻忽視了較深層次的學(xué)術(shù)語篇評價與立場表達問題。學(xué)術(shù)語篇評價與立場表達指的是在特定的語境下,作者在學(xué)術(shù)語篇中表明自我立場的同時也在進行與讀者的動態(tài)互動,既包括對于某個實體或命題的作者觀點闡釋和態(tài)度表達,又涉及就這個實體或命題的作者與讀者的互動。因此,對我國英語專業(yè)研究生英語學(xué)術(shù)語篇評價與立場表達進行研究非常重要,這不僅可以拓展語篇評價意義研究的理論探索,也可以深入了解我國英語專業(yè)研究生學(xué)術(shù)寫作的現(xiàn)狀,從而提出改進學(xué)術(shù)英語寫作教學(xué)實踐的建議,提高英語學(xué)位論文寫作水平。有鑒于此,本研究主要探究我國英語專業(yè)研究生學(xué)位論文中語篇評價資源分布與使用差異,探究我國英語專業(yè)研究生在學(xué)位論文寫作中,使用二語/外語進行評價立場的建構(gòu)、態(tài)度情感的表達和作者-讀者關(guān)系的協(xié)商時,呈現(xiàn)出的語篇評價意義的規(guī)律性特征,揭示二語/外語學(xué)術(shù)作者在這一方面存在的困難與問題,并提出有針對性的教與學(xué)方面的建議。本研究主要回答以下問題:(1)我國英語專業(yè)研究生學(xué)位論文中語篇評價意義生成的主要詞匯手段具有哪些特征?(2)語篇評價意義生成的主要語法手段具有哪些特征?(3)詞匯語法共同作用下的語篇評價資源具有哪些特征?針對這些問題,通過對學(xué)術(shù)語篇評價研究的文獻梳理與述評,本研究闡釋了系統(tǒng)功能語言學(xué)的相關(guān)核心思想,進而提出了 "學(xué)術(shù)語篇評價意義實例化理論模型"以及"語篇發(fā)生層面的學(xué)位論文語篇評價意義分析框架"。在此基礎(chǔ)上,本研究采用語料庫研究方法,自建中國英語專業(yè)研究生學(xué)位論文語料庫(CEMTC)和本族語者學(xué)位論文語料庫(NSTC)。CEMTC語料源自中國知網(wǎng)碩博論文庫中來自我國7個不同地區(qū)共計50篇外國語言學(xué)及應(yīng)用語言學(xué)專業(yè)的碩士研究生學(xué)位論文;NSTC語料源自Pro-Quest Dissertations and Theses(PQDT)數(shù)據(jù)庫中由北美地區(qū)英語本族語學(xué)生撰寫的共計50篇語言學(xué)與TESOL方向的碩士研究生學(xué)位論文。本研究語料庫總?cè)萘繛?,675,748形符。采用語料庫研究方法,本研究分別考察了學(xué)位論文語篇中典型的評價性詞匯手段(包括標示名詞、投射動詞和評價性形容詞)、語法手段(包括語氣系統(tǒng)中的人稱代詞系統(tǒng)與情態(tài)附加語成分,以及情態(tài)系統(tǒng)中的情態(tài)動詞)和詞匯語法共同作用下的評價手段(包括學(xué)術(shù)立場語塊和語法隱喻)。通過分析與討論以上三個方面、多個范疇的語篇評價資源的使用差異,深入探討我國英語專業(yè)研究生在學(xué)位論文寫作中的語篇評價意義的規(guī)律性特點。通過量化與質(zhì)化分析,本研究具體發(fā)現(xiàn)如下:(1)在使用頻數(shù)上,我國英語專業(yè)研究生對評價性詞匯手段使用匱乏,尤其過少使用標示名詞和投射動詞;評價性形容詞的結(jié)構(gòu)模式也趨于簡單化和單一化,體現(xiàn)出我國英語專業(yè)研究生儲備的評價性詞匯資源尚存在完備性與多樣性上的不足。標示名詞的過少使用表明,我國英語專業(yè)研究生在濃縮命題信息、打造學(xué)術(shù)語篇抽象性上遇到困難,對于論辯型和語篇型標示名詞的使用偏好和程序型、證據(jù)型以及觀點型標示名詞的使用匱乏也說明,我國英語學(xué)位論文語篇常常難以呈現(xiàn)清晰的研究立場,客觀性較低、思辨性也有所欠缺。投射動詞的具體使用差異表明,開啟對話空間的投射動詞沒有得到我國英語專業(yè)研究生應(yīng)有的重視,但是擠壓對話空間的投射動詞卻被他們過度使用,只關(guān)注與持有相同意見的讀者建立一致關(guān)系,卻忽視與持不同立場的讀者建立聯(lián)盟關(guān)系,不利于與假定讀者共同建構(gòu)語篇的對話性和主體間性。評價性形容詞使用的單一化表明,我國英語專業(yè)研究生在二語學(xué)位論文語篇中的評價站位(positioning)過于偏向積極性、斷言性、強加性,對于客觀情態(tài)取向、試探性立場及研究者身份的建構(gòu)明顯不足,影響了立場鮮明度。(2)在使用頻數(shù)上,我國英語專業(yè)研究生對評價性語法手段使用過度,過多使用語氣系統(tǒng)中的人稱代詞系統(tǒng)和情態(tài)附加語成分,以及情態(tài)系統(tǒng)中的情態(tài)助動詞。從人稱代詞系統(tǒng)使用來看,我國英語專業(yè)研究生在自我指稱時較多使用we,但過少使用人稱代詞I,從而減損了作者的主體凸顯度。在身份建構(gòu)上,他們傾向回避人際風(fēng)險較大的思想者及知者身份,而青睞人際風(fēng)險較低的學(xué)生身份。就語篇互動性來看,我國英語學(xué)位論文語篇中的作者-讀者人際距離較遠,主體間性較低。我國英語專業(yè)研究生過多使用確定性情態(tài)附加語,閉合了語篇對話空間,而過少使用表達語篇協(xié)商性的情態(tài)附加語,如可能性情態(tài)附加語,難以介入讀者共同建構(gòu)語篇的對話性。核心情態(tài)動詞及半情態(tài)動詞的使用差異也表明,我國英語學(xué)位論文語篇不及本族語者學(xué)位論文語篇的對話性及主體間性強,立場的表達缺乏試探性與禮貌性,觀點表述不夠謹慎,也欠缺說服力。(3)我國英語學(xué)位論文中詞匯語法共同作用下的評價手段使用趨勢呈現(xiàn)波動性。就立場語塊來說,我國英語專業(yè)研究生總體上顯著過多使用立場語塊,尤其是認知立場語塊與評判語塊,但少用模糊語語塊,致使學(xué)術(shù)立場表達過于確鑿,評價立場傾向于積極性,缺乏必要的協(xié)商性立場。同時,語塊的共選機制也非常有限,類聯(lián)接與搭配缺乏多樣性,難以體現(xiàn)形式、意義與功能三者之間的優(yōu)選。就語法隱喻來看,我國英語專業(yè)研究生在學(xué)位論文中對概念語法隱喻的使用嚴重不足,導(dǎo)致語篇的信息結(jié)構(gòu)建構(gòu)低效,缺乏讀者友好度,從而降低了論證說服力。綜上所述,我國英語專業(yè)研究生學(xué)術(shù)語篇存在客觀性、專業(yè)性、權(quán)威性、互動性與介入性建構(gòu)不足的現(xiàn)象,主要表現(xiàn)在語篇主觀性失衡,研究慣例生疏,身份意識模糊,表述直白武斷,對話空間閉合。具體來說,本應(yīng)該凸顯自己的評價站位,我國英語專業(yè)研究生卻偏好主觀性的客觀化,弱化主體凸顯度;當(dāng)需要謹慎地表達觀點和降低人際風(fēng)險的時候,他們卻強化確定程度,體現(xiàn)高值的人際投入;協(xié)商的、開放的對話空間在本族語者學(xué)位論文語篇中俯拾皆是,但在我國英語學(xué)位論文語篇中卻很少見。根據(jù)以上主要發(fā)現(xiàn)可以得出如下結(jié)論,我國英語專業(yè)研究生與本族語研究生在學(xué)位論文中對評價性資源的使用存在顯著差異,體現(xiàn)出二語/外語學(xué)術(shù)語篇評價意義的規(guī)律性特點。因此,我們應(yīng)該重新審視二語/外語學(xué)術(shù)寫作中評價意義的協(xié)商與表達,在學(xué)術(shù)寫作教學(xué)中提升語篇評價意識,并進行有針對的教學(xué)指導(dǎo)。首先要強化學(xué)術(shù)寫作的規(guī)范意識并加強讀者意識,其次要樹立學(xué)生作者的研究信心,再次要融入國際學(xué)術(shù)慣例,并采取加大目標語篇閱讀量、避免強加性與確定性詞匯語法資源的過度使用、排除母語負遷移影響等方法,促進我國較高水平英語學(xué)習(xí)者的二語/外語學(xué)術(shù)英語寫作實踐。此外,本研究對我國學(xué)術(shù)英語寫作教學(xué)大綱內(nèi)容修訂與學(xué)位論文修改這兩方面也提出了建議�？偠�言之,本研究課題在理論上深化了評價機制與評價意義發(fā)生的理論考察,拓寬了評價研究的范疇,在研究方法上豐富了基于使用的研究范式下的二語修/外語學(xué)術(shù)語篇對比研究,在實踐上為增進我國較高水平英語學(xué)習(xí)者二語/外語寫作現(xiàn)狀的認識和推進學(xué)術(shù)英語寫作教學(xué),尤其是學(xué)位論文寫作教學(xué)的發(fā)展提供重要參考。
[Abstract]:Around the graduate degree thesis of English major, there are many researches on its genre features, discourse structure, lexical and grammatical errors, training mode and quality standard. At the same time, because of the growing popularity of English academic publications and academic exchanges in the world, many foreign scholars began to study the difficulties and influential factors of English writing as a two language / foreign language. However, these studies pay much attention to language problems such as lexical errors and grammatical errors in English dissertations, but neglect deep level academic discourse evaluation and position expression. Academic discourse refers to the evaluation and expression of the position in the specific context, the author shows that the self position in academic discourse is also a dynamic interaction with the readers, both for an entity or proposition author interpretation and attitude expression, and relates to the interaction between the writer and the reader of this entity or proposition. The. Therefore, research on Chinese English Majors' English academic discourse evaluation and expression of position is very important, this exploration can not only expand the discourse evaluation theory research, also can better understand the current situation of academic writing on China's English majors, thus put forward the improvement of teaching practice of academic English writing, improve the writing the level of English dissertations. In view of this, this study aims to explore and use of Chinese English majors thesis discourse evaluation resources distribution difference, research Chinese students majoring in English in writing dissertations, the use of two / foreign language to evaluate the position of the construction, emotion expression and author reader relationship negotiation, law discourse the significance of evaluation shows the characteristics, reveal the difficulties and problems exist in the two language / foreign language academic authors, and put forward the teaching and learning of advice. This research mainly answers the following questions: (1) study Chinese students majoring in English major vocabulary means generation thesis discourse the appraisal meaning with what characteristics? (2) grammatical means generated text evaluation significance with what characteristics? (3) evaluation of discourse resources interaction under what are the characteristics of vocabulary and grammar? To solve these problems, through the literature review and commentary on the academic discourse evaluation research, this study explains the core of systemic functional linguistics theory, and then puts forward the academic evaluation of discourse meaning instantiation theory model "and" discourse level occurrence thesis discourse evaluation framework". On this basis, this study adopts corpus research method, and builds the Chinese English postgraduate degree thesis corpus (CEMTC) and native language theses and dissertations corpus (NSTC). CEMTC from Chinese HowNet thesis corpus library from 7 areas in China a total of 50 theses in foreign linguistics and applied linguistics and dissertations; from Pro-Quest Dissertations and Theses NSTC corpus (PQDT) master database by North American native English language students to write a total of 50 linguistic and TESOL direction the master degree thesis. The total volume of this research corpus is 1675748 - shape. Adopting a corpus based approach, this study explores the thesis discourses the typical evaluation vocabulary means (including the marked noun, projecting verbs and evaluative adjectives) and grammatical means (including the mood system in personal pronouns and modal adjuncts and modality modal verbs) and interaction vocabulary and grammar under evaluation methods (including the academic position of language chunks and grammatical metaphor). By analyzing and discussing the above three aspects and the differences of the resources of discourse evaluation in various categories, we further explore the regularity characteristics of English Majors' discourse evaluation significance in dissertations. Through quantitative and qualitative analysis, the specific research findings are as follows: (1) in the use of frequency, our research on English Majors Vocabulary evaluation means lack, especially under use marked nouns and projecting verbs; evaluation of words describe structure mode tends to be simple and single, reflects the research in China English majors reserve evaluation is insufficient completeness of lexical resources and diversity of the. Marked noun under use shows that the research of our country English majors to create difficulties in academic discourse on abstraction in concentrated proposition information, for debate and discourse type preferences and marked noun program type, type and type of evidence view use also shows the lack of marked noun, English language paper in China it is often difficult to present the position clear, objectivity is low, speculation is lacking. That the use of specific differences of projecting verbs, projecting verbs are not open dialogue space research in China English majors due attention, but the projecting verbs are they squeeze dialogue over use, only pay attention to build a consistent relationship with the opinion of readers, but ignore the establishment of alliance relationship with the different standpoint of readers, not to construct and assume the reader dialogue between the text and the subject. The evaluation of single words that describe research in China, students majoring in English language in two degree evaluation in discourse stance (positioning) positive bias, too, imposed assertion of, for the construction of objective orientation, tentative position and research status was insufficient, affect the position of brightness. (2) in the use of frequency, excessive use of evaluation of grammar research in China English majors, excessive use of personal pronouns in mood system and modality adjuncts, modal verbs and modal system. In terms of the use of personal pronoun system, English Majors in our country use we more when they are self referential, but too few use the personal pronoun I, which detracts from the use of the personal pronoun.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2016
【分類號】：H319.3
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本文編號：1344263