基于语料库的中国英语学习者学术论文中名词性立场结构研究

发布时间：2018-05-25 20:25

本文选题：学术论文 + 立场　；参考：《江苏大学》2017年硕士论文

【摘要】：近年来,学术写作的研究重点逐渐从探究词汇或语法手段转移到揭示其人际特征上,尤其是在体裁规约下如何有效表达话语立场、与读者建立人际互动等。目前相关研究主要集中在形容词、副词、动词等范畴,对名词性立场表达这一常见的人际性手段的研究相对不足。鉴于此,本文基于学习者语料库和英语本族语者语料库,通过与英语本族语者的对比,考察我国不同水平的英语学习者学术论文中名词性立场结构的使用情况。具体来说,本研究旨在回答以下四个问题:(1)不同学历层次的中国英语学习者英语学术论文中对名词性立场结构的总体使用有何特点?与英语本族语者有何异同?(2)不同学历层次的中国英语学习者英语学术论文中对本质类中心词的使用有何特点?与英语本族语者有何异同?(3)不同学历层次的中国英语学习者英语学术论文中对特征类中心词的使用有何特点?与英语本族语者有何异同?(4)不同学历层次的中国英语学习者英语学术论文中对关系类中心词的使用有何特点?与英语本族语者有何异同?为回答上述问题,本研究选取了45篇中国英语专业学生英语学位论文(学士、硕士、博士论文分别15篇)和30篇英语本族语者应用语言学期刊论文,考察我国英语学习者学术论文中名词性立场结构的使用现状。研究发现:(1)中国英语学习者学术论文中名词性立场结构的使用显著少于英语本族语者。但总体来看,不同学历层次的中国英语学习者对名词性立场结构的使用频次差异不明显。(2)中国英语学习者学术论文中对本质类中心词的使用显著少于英语本族语者。总体来看,本科生与硕士生对本质类中心词的使用并无显著差异,但博士生使用频次最高。(3)中国英语专业学生学术论文中对特征类中心词的使用显著高于英语本族语者。总体来看,名词性立场结构中特征类中心词的使用随着学习者学历层次上升而下降。(4)中国英语专业学生学术论文中关系类中心词的使用与英语本族语者差异不大,该类中心词在本族语者和中国英语专业学生学术论文中使用均较少。本研究具有一定的理论和实践意义。理论上,该研究介绍了立场表达的另一种方式,通过名词补足语结构,读者先接触立场名词,再析取该名词的评价内容,使读者在作者的引导下融入作者的立场和视角。此外,该研究丰富了学术论文中立场的相关研究,传统认为立场标记语主要涉及形容词、副词以及转述动词,本研究则揭示了补足语从句中中心词的立场意义。实践上,本研究通过指出中国英语专业学生与英语本族语者对学术论文中名词性立场结构的使用异同以及不同层次英语专业学生在学术论文中对名词性立场结构的使用现状,对英语学术论文写作、教学、和教材的编撰都具有一定的指导意义。
[Abstract]:In recent years, the research focus of academic writing has gradually shifted from exploring vocabulary or grammatical means to revealing their interpersonal characteristics, especially how to effectively express discourse positions and establish interpersonal interaction with readers under genre rules. At present, the researches mainly focus on adjectives, adverbs, verbs and so on. In view of this, this paper, based on the learner corpus and the native English speaker corpus, examines the use of nominal position structures in English learners' academic papers at different levels through a comparison with native English speakers. Specifically, the present study aims to answer the following four questions: 1) what are the characteristics of the overall use of nominal position structures in English academic papers of Chinese EFL learners with different academic qualifications? What are the differences and similarities with native English speakers? (2) what are the characteristics of the use of essential central words in English academic papers of Chinese English learners with different academic qualifications? What are the differences and similarities with native English speakers? (3) what are the characteristics of the use of feature category central words in English academic papers of Chinese English learners with different educational levels? What are the characteristics of the use of relational central words in English academic papers of Chinese English learners with different academic qualifications? What are the similarities and differences with native English speakers? In order to answer the above questions, the present study selected 45 English degree papers (15 bachelor's, master's and doctoral dissertations) and 30 English native speakers' applied linguistics journals for Chinese English majors. To investigate the use of nominal position structure in Chinese English learners' academic papers. The study found that Chinese EFL learners use fewer nominal position structures than native English speakers. In general, however, there is no significant difference in the frequency of use of nominal position structures among Chinese EFL learners at different educational levels. (2) Chinese EFL learners use fewer essential center-words in academic papers than those in native English speakers. On the whole, there is no significant difference between undergraduate and master students in the use of essential-class central words, but the use frequency of Chinese English majors is higher than that of native English speakers. As a whole, the use of the characteristic category central words in the nominal position structure decreases with the increase of the educational level of the learners.) the use of the relational central words in the academic papers of Chinese English majors is not different from that of the native English speakers. This kind of central words are seldom used in academic papers of native speakers and Chinese English majors. This research has certain theoretical and practical significance. In theory, this study introduces another way of expressing position. Through the complement structure of nouns, the reader first contacts the position noun, then disjuncts the evaluation content of the noun, so that the reader can incorporate the author's position and angle of view under the guidance of the author. In addition, this study enriches the research on position in academic papers. Traditionally, position markers are mainly concerned with adjectives, adverbs and paraphrase verbs, while this study reveals the position meaning of the central word of complement clauses. In practice, this study points out the similarities and differences between Chinese English majors and native English speakers in the use of noun position structures in academic papers and the present situation of the use of nominal position structures in academic papers by English majors of different levels. It has some guiding significance for the writing, teaching and compiling of English academic papers.
【学位授予单位】：江苏大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H313

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