重点与普通院校英语专业硕士论文引言部分的体裁对比分析

发布时间：2018-03-29 16:30

本文选题：体裁分析　切入点：语步构成成分　出处：《长安大学》2017年硕士论文

【摘要】：体裁分析,作为一种主要的语篇分析方法,受到语言研究者的一直关注。该方法主要用来分析学术语篇。在学术语篇的不同语类中,引言起到开启全篇,引领读者的作用。结果,很多学者对专家和学习者的论文引言进行体裁分析的研究。然而相关研究表明国内学习者的论文引言的体裁分析研究,尤其是国内不同院校学习者之间的研究,仍不够深入。另外,国内重点与普通院校的一些硕士研究生由于不了解论文引言的语步构成成分和语言表达,以致他们在这一部分的写作中经常会遇到困难。因此,本研究试图了解国内重点和普通院校英语专业硕士论文引言部分在语步构成成分和语言表达上的特点及其异同。本文从CNKI中共收集了90篇外国语言学及应用语言学专业的英语硕士论文引言作为语料,其中45篇由国内重点院校的硕士研究生所写,另外的45篇由国内普通院校的硕士研究生所写。本文采用了定量定性相结合的方法。定量数据旨在了解重点和普通院校英语专业硕士论文引言中语步和步骤各自的使用特点,而定性研究旨在了解这些语步和步骤在语言表达上的使用情况。研究发现,重点和普通院校英语专业硕士论文引言部分在语步构成成分和语言表达使用上既有趋同也有差异。从语步和步骤构成成分上看,重点和普通院校的硕士研究生在选择Swales在1990年提出的CARS模式中的语步和步骤方面有一些差异。具体地,从语步一(确立研究领域)和它的构成步骤上看,重点和普通院校的硕士研究生在语步一和它的构成步骤1,2,3,4的使用上不存在显著性差异,而在步骤5(指出实际应用中存在的问题)的使用上存在显著性差异。数据表明重点院校的硕士研究生比普通院校的硕士研究生在引言中更频繁使用步骤5。从语步二(建立研究空间)和它的构成步骤上看,结果表明重点和普通院校的硕士研究生在使用语步二和它的构成步骤3(提出问题),步骤5(指出实际应用中存在的问题),步骤8(指出实施研究的必要性或急迫性)上存在显著性差异。数据表明重点院校的硕士研究生比普通院校的硕士研究生更频繁使用语步二和上面提到的三个步骤。重点和普通院校的硕士研究生在使用语步二中的其它步骤上不存在显著性差异。从语步三(填补研究空间)和它的构成步骤上看,重点和普通院校的硕士研究生在其使用上不存在显著性差异。从标记语步和步骤的语言表达上看,本研究发现重点和普通院校的硕士研究生都使用各种语言表达来介绍相关的语步和步骤。具体地,在建立中心议题时,重点和普通院校的硕士研究生经常使用的单词和短语有important,significant,crucial,importance,significance,play a(n)important/significant/crucial/vital/key role/part.在回顾前期研究时,经常使用转述动词,如point out,propose,find,show.在指出研究空白和指出实际应用中存在的问题时,经常选择具有否定意义的表达,如however,but,few,little,only,problem,do/does/did/be/has/have/can/may not+verb.在概括研究目的时,重点和普通院校的硕士研究生经常使用的名词有purpose,aim,goal,不定式有to investigate,to find out,to explore,动词词组有aim to/at,attempt to.在通报当前研究时,两个语料经常使用的指示性词有this,the present,名词有study,paper,thesis,动词有carry out,conduct,make.在说明研究的意义或价值时,两个语料经常使用的名词有significance,implication,theory,contribution,development,形容词有theoretical,practical,pedagogical,effective,beneficial,情态动词有can,may,will.在介绍文章的结构时,两个语料经常使用的句型有this thesis/paper is composed of five chapters,Chapter one introduces…,Chapter two reviews…,Chapter three reports the methodology…,Chapter four presents the results of…,Chapter five concludes/summaries….重点和普通院校的硕士研究生在语言表达方面的不同表现在使用语言表达的数量和准确性上。重点院校的硕士研究生比普通院校的硕士研究生在引言的写作中会更频繁、更丰富地使用各种语言表达。本研究可以更好地了解不同学习者的体裁意识,也为英语专业硕士论文引言的学习和教学提供意见和指导,尤其是对那些普通院校的硕士研究生和教师。
[Abstract]:Genre analysis, as a discourse analysis of the main methods, by language researchers have been concerned. This method is used to analyze the academic discourse. In different genre of academic discourse, introduction to open it, leading the reader role. As a result, many experts and scholars on the learner's introduction study of genre analysis. However, research shows that analysis of domestic genre learners introduction, especially the study of different college learners at home, is still not enough. In addition, some of the domestic focus and ordinary colleges students do not understand the introduction step due to the language composition and language expression, so that they in this part of the writing often encounter difficulties. Therefore, this study attempts to understand the domestic key and master thesis of English major colleges and universities in the introduction step language composition and language expression The characteristics and the similarities and differences. This paper collected 90 articles in foreign linguistics and Applied Linguistics English master's thesis introduction from CNKI CPC as the data, of which 45 papers by graduate students in key universities at home to write, the other 45 articles by graduate students written by domestic colleges and universities. This paper uses the method of qualitative according to the quantitative data. In order to understand and master thesis focus on English Majors in Colleges and universities, moves and steps to use their respective characteristics, and the qualitative research aims to understand the usage of these moves and steps in language. The study found that the key and the master thesis of English Major College introduction composition and language in language step the expression of the use of both convergence are also different. The composition from the perspective of moves and steps, master key and the ordinary college students in the choice of Swales proposed by CA in 1990 There are some differences in language and step in the RS model. Specifically, a step from the language (the establishment of research field) and its composition steps, master key and the ordinary college students in terms of step and its structure have no significant difference with 1,2,3,4 steps, and in step 5 (pointed out the problem existing in the actual application) there are significant differences on the use. Data show that graduate students in key universities than ordinary colleges graduate students in the introduction of more frequent use of step 5. from move two (establishment of Space Research) and its composition steps, results show that the master key and the ordinary college students use language in step two and its constitute 3 steps (questions), step 5 (pointed out the problem existing in the actual application, (step 8) pointed out that the implementation of the research necessity or urgency) there are significant differences. According to the number of key universities Graduate students graduate students than ordinary colleges in three steps is more frequently used in move two and above. The master key research and general college students do not exist significant differences in other steps using the second move on. From the perspective of step three (filled space) and its structure on the steps master, the research focus and the students in ordinary colleges do not exist significant differences. The use of markers and step from the language point of view, the study found that the master key and the ordinary college students use language to introduce a variety of moves and steps related. Specifically, in the establishment of central issues master, the research focus and the ordinary college students often use the words and phrases are important, significant, crucial, importance, significance, play a (n) important/significant/crucial/vital/key role/part. in the review of previous research When the frequent use of reporting verbs such as point, out, propose, find, show. pointed out in the research gaps and pointed out the problem existing in the actual application, often with the expression of negative meaning, such as however, but, few, little, only, problem, do/does/did/be/has/have/ can/may not+verb. in the summary research purpose, research focus and master the ordinary college students nouns often use purpose, aim, goal, to investigate to infinitive, find out, to explore, aim to/at attempt VP, to. in current research bulletin, indicative two words corpus often use this, the present, study paper thesis, a noun,, carry out conduct, a verb, make. in the statement of importance or value, the noun two corpus commonly used are significance, implication, theory, contribution, development, practical, theoretical adjectives, pedago Gical, effective, beneficial and modal verbs have can, may and will.. When introducing the structure of the article, the two sentence patterns often used are this thesis/paper is composed of, is, beneficial. Chapter two reviews... Chapter three reports the methodology... Chapter four presents the results of... Chapter five concludes/summaries... . master key and the ordinary college students in different aspects of language performance in the number and accuracy of the use of language expression. Master of key universities graduate students than ordinary college students in the writing will be more frequent, more abundant use of various language expression. This study can better understand the genre the consciousness of different learners, but also to provide advice and guidance for the introduction of Master Thesis of English learning and teaching, especially those of ordinary colleges graduate students and teachers.

【学位授予单位】：长安大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H315

【参考文献】