中外英语博士学位论文中文本导向词块的对比研究

发布时间：2018-05-24 14:59

本文选题：文本导向词块 + 英语本族语作者　；参考：《上海外国语大学》2017年博士论文

【摘要】：词块作为语篇构建的基本单位之一,在语言产出尤其学术写作中承担着重要的语篇功能。目前的研究鲜有从篇章组织和语篇结构的层面对比中国作者和英语本族语作者学术写作中的词块使用。本研究基于Sinclair的词汇语法理论、Halliday的语言元功能理论,使用中介语对比分析法考察了英语本族语作者和中国作者在应用语言学博士学位论文写作中文本导向词块的特征,探究了中国作者与英语本族语作者在使用文本导向词块组织语篇结构、形成文本衔接、实现学术语篇的交际目的等方面存在的差异。本研究首先生成了英语本族语作者应用语言学博士学位论文中的文本导向词块序列表。对这一序列表中的目标词块进行频数、结构、功能和语篇分析,更加系统全面地呈现了英语本族语作者在学术写作中是如何使用文本导向词块的。结果表明,英语本族语作者应用语言学博士学位论文中存在大量的三词和四词组成的文本导向词块,它们具有典型的结构型式。英语本族语作者使用文本导向词块既实施了比较、推断、文本指示、架构、引用、呈述、表明目的等语篇行为,同时也指示了上下文之间的附加、因果、对比、推断等逻辑关系,还用于组织语篇结构和实现相应的交际目的。对特定语步/语阶中使用的文本导向词块的分析揭示了语言型式与语篇结构、体裁之间的共选关系。文本导向词块成为了具体功能和篇章结构的标志,是语篇组织功能的典型语言实现型式。对中国作者学位论文写作中文本导向词块的使用特征分析表明:首先,中国作者学术写作中文本导向词块的种类和频数总体使用不足,与英语本族语作者相比语言程式化程度较低、学术体裁的惯例化语言特征不明显。第二,中国作者除了结构子类“介词短语+of-短语片断”的词块使用过度,对其它大部分结构类别中的文本导向词块使用显著不足,尤其体现出名词化特征较弱的问题。第三,中国作者在使用文本导向词块实现逻辑语义衔接方面存在差距,写作文本衔接不紧密、连贯性有待加强;对文献引证、比较、推断、呈述报道等语篇行为均实施不足,学术话语社会化有待提升。第四,在学术写作中使用实施特定语篇功能的文本导向词块时,具体词块的使用选择存在偏差,对部分高频词块过度使用和对大部分非高频词块使用不足揭示了中国作者学术词块使用能力未能持续发展。最后,中国作者的语篇结构意识不强,缺乏组织语篇结构的标志性词块,导致文本的连贯性不强,构建学术语篇结构的能力有待提高。本研究对实现语篇功能和语篇结构的词块型式的分析,将共选理论由词汇-语法层面扩展至元语篇、甚至文本体裁层面。将文本导向词块与学术语篇中的修辞结构相关联,在研究方法上是对学术语篇进行语言使用和语篇结构研究层面相结合的探索。本研究的研究结果对中国学术英语教学和学术英语写作具有一定启示意义。
[Abstract]:As one of the basic units of discourse construction, lexical chunks bear important textual functions in language output, especially in academic writing. There are few current studies on the use of lexical chunks in the academic writing of Chinese and English native writers from the level of textual organization and textual structure. This research is based on Sinclair's lexical grammar theory, Halliday The language metafunction theory, using the interlanguage contrastive analysis, investigates the characteristics of the text oriented lexical chunks in the doctoral thesis writing of English native and Chinese writers, and explores the Chinese writers and English native writers in the use of text oriented chunks to organize the text structure, form text cohesion, and realize the learning terms. This study first generates a sequence table of text oriented lexical chunks in the doctoral dissertation of the native English native language author. The frequency, structure, function and discourse analysis of the target words in this sequence are more systematically and fully presented in the academic writing of the English native speakers. The results show that there are a large number of text oriented chunks consisting of three words and four words in the English native language author's PhD thesis. The English native writers use text oriented chunks for comparison, inference, text instruction, architecture, and reference. On the other hand, it indicates that the purpose of the text behavior is indicated, and it also indicates the logical relationship of additional, causal, contrastive, inference and other logical relationships between contexts. It is also used to organize discourse structures and to achieve corresponding communicative purposes. The analysis of text oriented chunks used in specific steps / steps reveals the common selection relationship between language patterns and textual structures and genres. Text oriented lexical chunks have become the symbols of specific functions and textual structures. It is a typical language form of textual organizational function. The analysis of the use characteristics of text oriented lexical chunks in Chinese author's thesis writing shows that: first, the types and frequency of text oriented chunks in Chinese writers' academic writing are not generally used in English and English In comparison with language stylization, the customary language characteristics of the academic genre are not obvious. Second, in addition to the overuse of the lexical chunks of "prepositional phrase +of- phrase fragments" in the structure subcategory, the Chinese authors use a significant deficiency in the text oriented chunks in most other structural categories, especially the question of the weaker character of the famous words. Third, there is a gap between Chinese writers in the use of text oriented lexical chunks to achieve logical semantic cohesion. The cohesion of the composition is not close and coherence needs to be strengthened; the literature citation, comparison, inference, reporting and other discourse behavior are not implemented, and the socialization of academic discourse needs to be promoted. Fourth, the use of special attributive in academic writing. When the text oriented lexical chunks are functional, the choice of the specific lexical chunks is biased. The excessive use of some high frequency lexical chunks and the lack of the majority of the non high frequency lexical chunks reveal that the Chinese author's ability to use academic lexical chunks has not been developed continuously. Finally, the Chinese author's textual structure is not strong, and it lacks the symbolic lexical chunks that organize the structure of the text. The ability to build the text structure is not strong, and the ability to construct an academic discourse structure needs to be improved. The research method is an exploration of the combination of language use and textual structure research in academic discourse. The results of this study have some implications for Chinese Academic English teaching and academic English writing.
【学位授予单位】：上海外国语大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：H319.3

【参考文献】