哈工大留学生英语学术语篇建构研究

发布时间：2023-12-04 18:49

　　随着我国高等教育质量和水平的提高,越来越多的外国留学生来华攻读研究生学位。随着留学人数日益增多,留学生的跨文化交际能力引起了外语界的高度关注。然而,以往研究主要从理论出发,较少关注留学生的英语学术语篇建构。本研究采用了个案研究的方法,对哈工大两名博士留学生进行了学术语篇建构研究。通过课堂观察、访谈和文献研究,收集了定性研究的数据,包括四篇学术演讲、十篇学术论文、两次访谈记录及两份个人报告。并以Hyland的元语篇和主题分析法为框架分析数据,探讨留学生的英语学术语篇建构。研究表明:1)留学生高度重视英语学术语篇的建构,认为英语学术语篇建构与其研究领域和跨文化学术交流密切相关,留学生认为英语学术语篇建构是一种挑战,更是一种社会实践活动,并有利于综合写作能力的培养;2)英语学术语篇构建是一个复杂的过程,留学生无论在学术演讲还是科技论文写作中,均需要言之有物、言之有序、言之传神,在英语学术语篇建构的过程中都需要采取写作策略,如撰写提纲、使用元语篇、教师反馈等策略来组织思想、结盟听众;3)本研究还探究了影响留学生英语学术语篇建构的可能因素,如社会文化因素、动机因素、跨文化身份认同因素,以提高留学...

【文章页数】：86 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Chapter One Introduction
    1.1 Background to the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Organization of the Thesis
    1.5 Key Terms Used in the Thesis
Chapter Two Literature Review
    2.1 Intercultural Communicative Competence
        2.1.1 Notions and Components of Intercultural Communicative Competence
        2.1.2 Byram's Model of Intercultural Communicative Competence
    2.2 Intercultural Dialogue Model (ID Model)
    2.3 Intercultural Rhetoric
    2.4 Metadiscourse
        2.4.1 The Conception of Metadiscourse
        2.4.2 Three Key Principles of Metadiscourse
        2.4.3 A Model of Metadiscourse in Academic Discourse
    2.5 Gap Identified in the Current Literature
Chapter Three Research Methodology
    3.1 Research Design
    3.2 Research Questions
    3.3 Participants
    3.4 Research Instruments
    3.5 Data Collection Procedures
    3.6 Data Analysis
Chapter Four Results and Discussion
    4.1 Different Perceptions on English Academic Discourse Construction
        4.1.1 English Academic Discourse Construction Viewed as a Big Challenge to International Students
        4.1.2 English Academic Discourse Construction Perceived as Beneficial to Cultivate Integrated Writing Skills
        4.1.3 English Academic Discourse Construction Seen as a Social Practice
    4.2 Strategies Used in English Academic Discourse Construction
        4.2.1 Preparing with an Outline
        4.2.2 Preparing with Brainstorming
        4.2.3 Writing with a Framework of Reference
        4.2.4 Writing with Metadiscourse Markers
        4.2.5 Asking a Native English Speaker for Proofreading
        4.2.6 Asking a Teacher for Feedback
    4.3 Factors Affecting the English Academic Discourse Construction of International Students
        4.3.1 Sociocultural Factor
        4.3.2 Motivation
        4.3.3 Cultural Identity
Chapter Five Conclusions and Implications
    5.1 Major Findings of the Study
    5.2 Implications of the Study
    5.3 Limitations of the Study
    5.4 Recommendations for the Future Research
References
Appendix
Acknowledgements
Paper Published during Study



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