摘要
本研究通过对英语专业学位论文语料库的对比分析,探究中国英语学习者与本族语者学术写作中标示名词使用的异同,及其语篇功能与作者立场建构。数据分析显示,中国学习者与本族语者对标示名词的使用存在显著差异:整体上学习者过少使用标示名词;在具体类别的使用上,学习者对研究型、证据型和观点型标示名词使用匮乏,但过多使用论辩型和语篇型标示名词。标示名词的语义、认知和联系功能在两个语料库中均得到体现,但学习者语篇中的标示名词的联系功能存在不一致的现象。至于立场,学习者语篇的作者立场表现出客观性稍低、思辨性欠缺和站位不鲜明的特点,影响了学术语篇的推介性和说服力。
This study,following a corpus approach,compares the signaling nouns in the Master theses of Chinese EFL learners and their native counterparts.The discourse functions and the authorial stance constructed by the nouns are analyzed both quantitatively and qualitatively.Data analyses show that compared with their native counterparts,Chinese English learners used more signaling nouns in general.Specifically,they used fewer RESEARCH,EVIDENCE and IDEA nouns,but more ARGUMENT and TEXT nouns than their counterparts.The three major functions—semantic,cognitive and linking functions,are realized in both corpora;however,in the learner corpus,there exists divergence in the linking function.As for stance-taking,Chinese EFL learners' academic writings fall short of objective stance,critical reasoning and clear authorial stance,which tends to weaken the academic function and stance of self-promotion and persuasiveness.
出处
《外语教学与研究》
CSSCI
北大核心
2015年第2期251-261,321,共11页
Foreign Language Teaching and Research
