学术论文摘要人际意义研究

发布时间：2018-02-04 03:10

本文关键词： 摘要评价理论人际意义　出处：《西南大学》2007年硕士论文　论文类型：学位论文

【摘要】： 随着学术交流的日益频繁，学术论文摘要作为一种独立的语篇，受到了学者们的广泛关注。许多学者如O’Connor and Woodford(1976)，Day(1998)，Slade(2000)等从学术规范的角度对摘要的字数、段落、摘要应包含的信息等做出明确规定；也有学者如Graetz(1985)，Swales(1990)等从体裁分析的角度研究摘要语篇的结构特征和语言特征；还有学者如Melander et al．(1997)对摘要语篇进行跨文化、跨语言的对比研究。然而，上述研究主要集中于摘要语篇的体裁分析，忽视了摘要的交际性特征。本文拟在评价理论的框架内，探讨摘要语篇人际意义的构建过程。由Martin与White在20世纪末构建并逐步完善发展的评价理论是对系统功能语法中人际意义的扩展。该理论由态度、介入与分级三个子系统构成，主要研究语篇或说话人表达、协商特定的主体间关系的语言资源；研究语言使用者如何运用这些语言资源对语篇中的观点或现象进行评价、表达立场和调节人际关系。自该理论创建以来，已广泛运用于研究传媒、历史等语篇的人际意义。这些研究说明该理论是语篇分析的一种有效方法。然而，，仍有诸多语篇领域尚未涉足，摘要语篇便是其中之一。本文主要研究英文期刊摘要，而不考虑其他类型的摘要，如：会议论文摘要，学位论文摘要等。为了避免不同学科领域造成的研究差异，追求研究的客观性，本文的30篇语料全部来自5种国际权威语言学类期刊，分别是：《语言学杂志》、《语用学杂志》、《应用语言学》、《认知语言学》、《英语教学杂志》。这些杂志涵盖理论语言学与应用语言学的各个分支学科。本文在评价理论框架内主要讨论以下三个问题：问题一：学术论文摘要语篇中评价资源是如何分布的? 问题二：学术论文摘要语篇中评价资源是如何体现的? 问题三：评价资源的使用是否与学术摘要语篇的客观性相矛盾? 数据统计分析表明摘要语篇中存在大量的评价资源。态度、介入与分级资源在摘要中具有不同的分布情况。态度资源的使用频率明显高于介入与分级资源的使用。每一次系统内的不同范畴也具有不同的分布特征。各次系统和次范畴具有不同的体现形式，有的体现为词汇形式，有的则为语法结构形式。对评价资源的分布与体现方式的研究表明评价资源的使用与摘要的客观性特征并不矛盾。本研究具有重要的理论和实践意义。对摘要语篇的评价性研究不仅可以扩展评价理论的研究领域，而且对摘要的写作与教学具有重要的启示。
[Abstract]:With the increasing frequency of academic communication, abstracts of academic papers are regarded as an independent text. Many scholars, such as O'Connor and Wood for 1976D (1998), have paid more and more attention to it. Slade2000) and so on from the academic standard angle to the abstract word number, the paragraph, the summary should contain the information and so on to make the explicit stipulation; Some scholars, such as Graetzian 1985 / Swales1990), have studied the structural and linguistic features of abstract texts from the perspective of genre analysis. Some scholars, such as Melander et al. 1997, have carried out cross-cultural and cross-linguistic contrastive studies on abstract texts. However, the above studies mainly focus on genre analysis of abstract texts. Ignoring the communicative characteristics of abstracts, this paper intends to explore the process of interpersonal meaning construction in abstract discourse within the framework of evaluation theory. The evaluation theory, which was constructed by Martin and White in 20th century and developed gradually, is an extension of interpersonal meaning in systemic functional grammar. The three subsystems of intervention and classification are mainly concerned with the discourse or speaker expression and the negotiation of language resources for the relationship between specific subjects. Since the establishment of the theory, it has been widely used in the study of the media in the study of how language users use these language resources to evaluate views or phenomena in discourse, to express their positions and to regulate interpersonal relationships. These studies show that this theory is an effective method for discourse analysis. However, there are still many areas of discourse that have not yet been explored, among which abstract discourse is one of them. This paper mainly studies the abstracts of English journals, without considering other types of abstracts, such as abstracts of conference papers, abstracts of dissertations, etc. In order to avoid the differences in research caused by different disciplines, we pursue the objectivity of research. All of the 30 articles in this paper come from five international authoritative linguistics journals, namely: Journal of Linguistics, Journal of Pragmatics, Applied Linguistics, Cognitive Linguistics. The Journal of English Teaching. These magazines cover theoretical language. The branches of linguistics and applied linguistics. This paper mainly discusses the following three problems within the framework of evaluation theory: Question 1: how are evaluation resources distributed in abstracts of academic papers? Question two: how are the evaluation resources reflected in the abstract of academic papers? Question three: is the use of evaluation resources contradictory to the objectivity of academic abstracts? Statistical analysis shows that there are a lot of evaluation resources and attitudes in abstract discourse. There are different distribution of intervention and graded resources in the abstract. The frequency of using attitude resources is obviously higher than that of intervention and graded resources. The different categories in each system also have different distribution characteristics. The whole and sub-categories have different forms of embodiment. Some of them are lexical form, others are grammatical structure form. The study of distribution and embodiment of evaluation resources shows that the use of evaluation resources is not contradictory with the objectivity of abstract. This study is of great theoretical and practical significance. The evaluative study of abstract discourse can not only expand the research field of evaluation theory, but also have important implications for the writing and teaching of abstract.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：H315

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