摘要
该研究以评价系统为视角,以基于语料库的词块为切入点,探究了中国英语学习者英语议论文写作中的评价资源使用特征,以期呈现中国英语学习者的写作评价资源体系。研究发现,与英语本族语者相比,中国英语学习者总体存在对评价资源使用不足的倾向。中国英语学习者的介入资源落后于英语本族语者,但其态度和级差资源显著超过英语本族语者。此外,中国英语学习者在议论文"劝说"过程中过度依赖"直接态度实现""压缩"及"锐化"资源明示态度,压制语篇对话空间,强化自身话语态度等级。本研究揭示了中国英语学习者英语议论文语篇对话性不足、劝服力弱、说教程度高、读者接纳度低的典型特征。
Beginning with frequency-driven lexical bundles,also known as representative units of overall language use,in Chinese EFL learners’English argumentative writing,this study focuses on finding out both the general and system-specific features of Chinese EFL learners’appraisal resources.Based on a fourthgeneration corpus analysis tool CQPweb,argumentative essays sourced from TECCL(Ten-thousand English Compositions of Chinese Learners)and NESSIE(Native English Speakers’Similarly or Identically-prompted Essays)were used to compile a Chinese EFL learners’argumentative writing corpus TECCL-C and an English native speakers’argumentative writing corpus NESSIE-E.A wide range of 2-6 word lexical bundles were extracted from the two corpora through N-Gram regular expressions and all extracted items were then subjected to a second round of selection by researchers examining specific appraisal meaning of lexical bundles in occurring contexts on a case-by-case basis.The findings showed that compared with English native speakers,Chinese EFL learners overall exhibited a significant underuse of appraisal resources in both quantity and variability,a sign that their English argumentative writing was in an obvious shortage of appraisal meaning.In addition,Chinese EFL learners in general tended to use longer(6-,5-,4-,and 3-word)appraisal lexical bundles than shorter ones compared with their English native counterparts,who showed significant preference for relatively shorter(2-word)appraisal resources.Further,Chinese EFL learners displayed an unevenly distributed appraisal resource system by lagging far behind English native speakers in using engagement resources but surpassing them in both attitude resources and graduation resources.These results suggested that compared with English native speakers,Chinese EFL learners overall tended to be more personal and formulaic,and displayed a lack of persuasiveness when writing English argumentative essays.As regards system-specific features of appraisal resources in Chinese EFL learners’English argumentative writing,results indicated that Chinese EFL learners usually canonically or explicitly denotated their attitudinal meaning,while English native speakers preferred employing non-core wordings or sequences to connotate their attitudes in a more indirect and tactical manner.Moreover,when negotiating meanings through writing,Chinese EFL learners tended to close down rather than to open up dialogistic spaces created for their readers so that they could by such be presumably considered irrefutable,while English native speakers preferred their writing being as dialogistically expansive as possible and hence prioritize the process of negotiation.Meanwhile,Chinese EFL learners when trying to persuade readers often exclusively raised their dialogistic investments by using an unduly high percent of upscaling resources.English native speakers,however,apart from using a proportion of such upscaling resources,were also likely to incorporate into their argumentative writing a certain amount of downscaling resources to soften their authorial voices.All these findings pointed Chinese EFL learners’English argumentative writing to a sign of assertiveness,a tone of exclusiveness,and a lack of reader-friendliness.
作者
董连棋
李梅
DONG Lian-qi;LI Mei(Department of Foreign Languages and Literatures,Tsinghua University,Beijing 100084,China;Department of English,Tongji University,Shanghai 200092,China)
出处
《外语电化教学》
CSSCI
北大核心
2020年第5期86-93,13,共9页
Technology Enhanced Foreign Language Education
基金
2019年上海一流研究生教育引领计划(项目编号:ZD19040403)的资助。
关键词
评价系统
评价资源
议论文写作
词块
Appraisal System
Appraisal Resources
Argumentative Essays
Lexical Bundles
