阅读或下载全文请点击此处

目录

学术英语写作能力及发展

二语学术语篇中的作者立场标记研究

A Study of Stance Markers in Second Language Academic Writing

徐昉

摘要：在我国二语学术语篇研究中，作者的立场站位特征尚未得到较为系统的探讨。本文将作者立场标记分为知识性立场标记、态度性立场标记和作者显现标记，基于对120篇本硕博英语专业学位论文和240篇国际期刊论文的对比分析发现，学习者总体在表述作者立场的语言特征上有显著少用的倾向，包括少用知识性立场标记和第一人称的作者显现标记。从本硕博三个阶段的使用特点来看，硕士阶段的作者站位意识比较突出。这些结果对理解二语学术写作特点以及促进学术写作教学有一定的启示。

关键词：学术写作；立场标记；写作教学

Abstract: Within the existing research on Chinese second language academic writing, few systematic studies have been conducted on authorial stance. The present paper categorizes stance markers into three types: epistemic stance, attitudinal stance and authorial presence. Based on an contrastive analysis between 120 BA, MA and PhD dissertations by English majors and 240 international journal articles, the study finds that in general the L2 learners tend to significantly underuse stance markers. This includes the underuse of epistemic stance markers and first person pronouns. Regarding the use of stance markers in BA, MA and PhD theses, it seems the awareness of authorial stance is the most prominent feature in MA theses. The results have some implications for understanding L2 academic writing as well as improving its pedagogy.

Key Words: academic writing; stance markers; writing pedagogy; corpus

中美学生论说文的立场名词表达——基于语料库的对比研究

Stance Nouns in Chinese and American Students’ Argumentative Essays: A corpus-based comparative study

姜峰

摘要：本文以“名词+补足语从句”结构为研究对象，并将该结构中体现作者对从句信息的立场和评价的名词称为立场名词，对366篇中国学生和82篇美国学生的论说文进行基于语料库的对比，探讨中国学生与美国学生使用立场名词的差异。研究发现，中国学生显著少用“事件”、“言语”和“认知”类立场名词，却过多添加评价性和自我提及修饰语。研究认为，中国学生的使用偏好不仅与论说文体裁规约相悖，而且削弱了文章论说力度和劝谏效果。同时，作者也分析了造成上述问题的原因并提出了教学启示。

关键词：立场名词；论说文；语料库；对比研究

Abstract: This study examines Noun Complement structure as a stance construction, calling the noun “stance noun” as it expresses a writer’s stance on the complement information. Drawing a corpus-based comparison between 366 argumentative essays of Chinese university students and 82 those of American university students, this study explores how Chinese learners differ in the use of this construction in argumentation from the American counterparts. It was found that Chinese students used significantly fewer of this construction, especially in the event, discourse and cognition types of stance nouns, while consigning more attitudinally evaluative and personal possessive pre-modifications to the stance nouns in the construction. Chinese students’ preference in the use of stance nouns deviates from the generic conventions of argumentative essays and may also undermine the argumentative and persuasive effects of their essays. This paper also discusses the possible causes to the above problems and raises pedagogical implication for the teaching of academic writing.

Key Words: stance noun; argumentative essays; corpus; comparative study

中国硕士学位论文英文摘要部分的语用身份建构研究

A Study on Chinese Master Students’ Construction of Pragmatic Identities in English Thesis Abstracts

孙莉

摘要：基于陈新仁（2013,2014）提出的语用身份理论，本文分析了中国硕士学位论文英文摘要部分的语用身份建构和话语资源选择，并通过与国际学者对比，考察中国硕士学位论文英文摘要写作中存在的问题。结果显示，就国际学者在摘要中建构的陈述者、对话者、评价者和组织者四种语用身份而言，中国学生较少建构对话者身份，并且在话语资源选择方面也存在一定的问题。这一结果对培养中国硕士研究生的学术语用能力从而指导其学术英语写作具有一定的启示作用。

关键词：论文写作；英文摘要；语用身份建构

Abstract: Based on the Pragmatic Identity Theory proposed by Chen Xinren (2013, 2014), this article investigates problems of Chinese Master students’ English thesis abstracts by analyzing their construction of pragmatic identities and linguistic choices in comparison with international scholars. The results reveal that Chinese Master students construct the identity of the interactor relatively less among the four kinds of pragmatic identities (i.e. the representor, the interactor, the evaluator, the organizer). Also, they were found to have some problems in terms of linguistic choices. The results will help build up Chinese postgraduates’ academic pragmatic competence and are instructional for the English academic writing teaching.

Key Words: thesis writing; English abstract; pragmatic identity construction

中国学习者学术写作中的文献引用问题——基于近十年国内外相关研究成果分析

A Study on Chinese Learners’ Difficulties in Academic Citation: Based on an Analysis of Relevant Research Results Home and Abroad in Recent Ten Years

张立茵

摘要：尽管学会有效、准确地使用文献是学习者在用英语撰写课程论文及期刊论文时必备的学术技能之一，但是恰当地引用文献对于二语学习者并非易事，各种问题层出不穷。为了尽可能全面地呈现中国学习者学术英语写作中的文献引用问题，本文梳理了近十年（2003-2013）国内外有关中国学习者学术英语写作中文献引用的相关研究论文，发现研究者关注的文献引用问题主要包括两大类：对学术引用认知不足以及学术引用行为不当。本研究有助于呈现国内外学者对中国学习者文献引用的研究现状，并且对文献引用的教学实践和今后相关研究的发展方向有一定的启示意义。

Abstract: The ability to use sources effectively and appropriately is one of the essential skills that learners must acquire for term-paper writing and journal publication in English. However, appropriate citation may be hard to achieve for EFL/ESL learners and problems emerge frequently. To present a comprehensive list of the challenges faced by Chinese learners, the current study adopts the method of literature analysis and systematically sorts out previous scholarship home and abroad on academic citation in the context of Chinese EFL/ESL writers published from 2003 to 2013. It has been observed that Chinese learners are facing two major types of challenges, namely the insufficient perception of academic citation and the improperness of their practices. Pedagogical implications are reiterated in accordance with the exemplification of the challenges. The article ends by suggesting a few lines of future research perspectives.

Key Words: academic citation; Chinese learners; academic English writing

教师指导与学生学术英语写作能力发展：“研究生学术英语阅读与写作课程”的反思性教学研究

Instructor’s Guidance and Students’ Academic English Writing Competence Development: Reflective Classroom Research on Academic Reading and Writing Course

杨鲁新

摘要：本研究为反思性课堂教学研究，采用质性个案研究方法，分析了教师指导对学生学术英语写作能力发展的影响。为了探索适合我国英语学习者提高学术英语写作能力的教学方法，笔者融教学与研究为一体，收集了教案、教学材料、学生作业、学生反思日志等多种数据。在教学中，笔者遵循深入浅出、学以致用、过程监控的教学原则，给学生创造了互相学习的机会。经过一个学期的训练，学生不仅在学术英语写作能力方面显著提高，而且学会思考与合作，能够勇敢面对挑战，并对学术研究产生了兴趣。

关键词：学术英语；写作能力；教师指导

Abstract: This paper reports a reflective classroom research. Taking a qualitative case study approach, this study examined the effect of instructor’s guidance on students’ academic English writing competence development. To explore the proper teaching methods of improving Chinese EFL learners’ competence in academic English writing, I integrated teaching with research, collecting multiple sources of data including my teaching plans and teaching materials, student assignments and student reflective journals. In my teaching, I followed the principles of using case analysis, learning by doing, and monitoring the learning process, creating opportunities for students to learn from each other. Through one-semester practices, the students not only made great progress in academic English writing, but also learned to think and cooperate with peers and face challenges bravely, and initiated interest in research.

Key Words: academic English; writing competence; instructor’s guidance

语言研究

从图形与背景的可逆性看一词多义的成因——以汉语动词“吃”和英语动词“make”为例

An Investigation into the Cognitive Cause of Polysemousness from the Perspective of the Reversibility of Figure and Ground: Taking for instance the Chinese verb “Chi” and the English Verb “make”

王文斌

摘要：学界在阐述语言中一词多义的认知成因时，多半将之归因于词义的隐喻、转喻或原型范畴裂变等。本文立足于认知语言学中的图形—背景理论，以汉语动词“吃”和英语动词make为例，探析一词多义的认知成因。经考察主要发现两点：一是图形与背景，二者并非固定不变，而常常会随着人的认知视角的变化而发生转换，即图形与背景两者之间具有可逆性，图形有可能变为背景，而背景也有可能变为图形；二是在语言中，许多词之所以会形成多种词义，其主要缘由在于语言使用者认知焦点的变换，即语言使用者在观察客观事物时所发生的图形与背景的转换。

关键词：图形、背景、可逆性、一词多义

Abstract: It is widely agreed in the field of linguistics that the cognitive cause of the development of polysemousness can be largely attributed to the metaphoric or metonymic use of word meanings or to the prototype split of meanings. Based on the figure-ground theory and taking for example the Chinese verb “chi” and the English verb “make”, this paper attempts to look into the cognitive reason for the formation of polysemousness. There are two points observed in the paper: the first one is that the relationship between the figure and the ground is not never interchangeable, instead, they are often reversible when the cognitive perspective is shifted. This means that the figure can become the ground or the ground can become the figure; the second one is that the cause for the development of the polysemousness of many words in language lies in the shift of cognitive focus made by the language user. That is to say that the reversibility of the figure and the ground often happens when the language user views an objective thing in the world.  

Key Words: figure; ground; reversibility; polysemousness

语态不匹配允准省略研究

A Study on Voice Mismatch Ellipsis

张智义

摘要：本研究旨在分析语态不匹配允准省略的句法和语义机制。在分析既往研究不足的基础上，通过语义分析、句法推导和句式检测等手段形成对相关问题的新认识。既往研究认定v成分是相关省略允准的中心语，结构同构由宾语延迟合并满足。但是，v不能做允准中心语，因为v不生成被动，其有其他句法功能，宾语延迟违背了左向合并和经济原则。本研究的结论是：在语义上，语态不匹配允准省略要求相同的事件结构和主目结构；在句法上，T为相关允准的许可中心语，结构同构由v成分内部的移位求得。本研究还通过相关句例对以上结论进行了句法检测。

关键词：语态不匹配允准省略；事件结构；主目结构；允准中心语；结构同构；移位

Abstract: The present study aims at the analysis of the semantic and syntactic mechanism of voice mismatch ellipsis. Based on the analysis of the inadequacies of the former studies, the new understanding concerning the problem will be formed by means of semantic analysis, syntactic derivation and sample test. The former study deems that v is the licensing head of the ellipsis and the structure identification is satisfied by later merge of object. However, v cannot be the licensing head since v serves other syntactic functions instead of generating passives and later merge of object violates both the leftward merge order and economy principle. The conclusions of the present study are as follows. Semantically,voice mismatch ellipsis requires both the active and passive voice have the same event and argument structure and syntactically, T serves the licensing head and the structure identification is satisfied through move operation in v constituent. The conclusions are testified syntactically through the concerning sample sentences.

Key Words: voice mismatch ellipsis; event structure；argument structure; licensing head; structure identification; move

语法隐喻的级差：概念隐喻与人际隐喻的渐进性研究

The Graduation of Grammatical Metaphor: Study of the Cline of Ideational Metaphor and Interpersonal Metaphor

王辰玲

摘要：Halliday提出的语法隐喻是系统功能语言学非常重要的组成部分，在Halliday看来，语法隐喻主要包含概念语法隐喻（以下简称概念隐喻）和人际语法隐喻（以下简称人际隐喻），这是一种类型学的描述方式，本人试图从拓扑学角度——评价理论中的级差系统——来分析概念隐喻和人际隐喻中的渐进性问题，并提出级差系统的语势体现在概念隐喻的过程转换和人际隐喻中的语气域转换中；级差系统的聚焦体现在概念隐喻的名词化和情态的人际隐喻中。

关键词：拓扑学；语势；聚焦；轨道结构；韵律结构

Abstract: Grammatical metaphor, which was put forward by Halliday, is the crucial part in Systemic Functional Linguistics. In the view of Halliday, grammatical metaphor consists of ideational metaphor and interpersonal metaphor, which is the typological way to classify the grammatical metaphor. In this thesis, I will analyze the cline of the ideational metaphor and interpersonal metaphor from the perspective of topology—the graduation in the Appraisal System. According to the analysis, I put forward to the findings that the force in graduation is embodied in process-transferring of ideational metaphor and mood-transferring of interpersonal metaphor; the focus in graduation is embodied in nominalization of ideational metaphor and modality of interpersonal metaphor.

Key Words: topology; force; focus; orbital structure; prosodic structure

非常规语序句中焦点结构的认知基础及句法表征

Cognitive Basis and Syntactic Presentation of Abnormally-ordered Sentences

黄健平、李波

摘要：焦点及焦点结构作为语言信息结构的一个重要方面，历来受到学界的广泛关注，但是前人研究中很少涉及对焦点结构生成理据的探究。本文通过梳理和归纳焦点及焦点结构的前期研究，并在认知识解的框架下，探讨非常规语序句中焦点结构的主要类别及其句法特征。本研究提出认知识解中的突显是焦点结构生成的认知基础，并且认为非常规语序句的语义焦点化是概念内容突显的选择过程。

关键词：焦点；焦点结构；非常规语序句；认知基础；突显

Abstract: Although focus and focus structure, as important aspects of information structure of language, have drawn wide attention by researchers, the mechanism of focus structures has been seldom explored. Based on the analyses of the previous achievements in the fields, this article attempts to re-categorize the focus structures in abnormally-ordered sentences (AOS) and to subsequently explore their main characteristics within the framework of salience view. It holds that salience in cognitive construal is the cognitive basis of focus structures and that the semantic focalization in AOS is the selection process of conceptual content.

Key Words: focus; focus structure; abnormally-ordered sentences; cognitive basis; salience