摘要
学术语篇中作者身份构建有助于实现语篇交际功能,最常见的语言实现方式是自我指称语。本研究通过对比学习者英语硕士学位论文和国际期刊论文语料库,考察学习者自我指称语的语篇功能和作者身份构建特征。研究发现,学习者未能完全掌握如何利用自我指称语构建作者身份,具体表现为:总体上显著少用自我指称语,作者身份构建意识薄弱;倾向于表达身份凸显度较低的语篇功能,有意隐藏作者身份;不擅于表达身份凸显度较高的语篇功能,在写作策略上有意弱化作者责任;总体上掌握了部分语篇功能的表达方式,但语言使用上存在不规范现象。本研究对学习者学术英语教学与写作具有借鉴意义。
Construction of authorial identity helps to achieve communicative function in academic discourse, and selfmentions are the most frequently used linguistic realization. This study investigates how Chinese learners use selfmentions to realize discourse functions and construct authorial identity by comparing self-mentions employed in Chinese learners’ and expert writers’ academic writing corpora. Results show that learners fail to fully understand how authorial identity is constructed by using self-mentions in English academic writing. To be more specific,learners use significantly less self-mentions with lower consciousness of authorial identity construction,tend to show lower identity visibility in expressing discourse functions with a tendency of hiding themselves,are weak in showing higher identity visibility in expressing discourse functions with the intention to weaken their responsibilities in writing,and have a mastery of some specific discourse functions but with inappropriate linguistic expressions in their writing. This study is of pedagogical implications for EAP teaching and writing for non-native English speakers.
作者
娄宝翠
王莉
LOU Bao-cui;WANG Li
出处
《解放军外国语学院学报》
CSSCI
北大核心
2020年第1期93-99,160,共8页
Journal of PLA University of Foreign Languages
基金
国家社会科学基金项目“基于语料库的学术英语元话语特征对比研究”(14BYY150)
河南省高校科技创新人才支持计划(人文社会科学类)项目“学习者学术英语写作词块使用模式研究”(教社科[2015]70号)
