中英文学术论文引言中介入资源的对比分析

发布时间：2018-06-13 04:57

本文选题：学术论文引言 + 介入资源　；参考：《湖南科技大学》2017年硕士论文

【摘要】：学术论文引言是学术研究语篇的重要组成部分。学习者通过阅读引言能够短时间内洞悉论文的主要内容并决定是否继续阅读。这不仅提高了读者的阅读效率,而且对作者如何吸引读者阅读提出了挑战。介入系统作为评价理论的子系统,关注态度的来源,为研究学术论文引言中作者如何建立与读者的联盟提供了新的视角。本文以Martin的评价理论的介入系统以及Swales的CARS模型为基础,以在中国知网和国外知名网站http://www.sciencedirect.com上近五年的200篇语言研究类学术论文引言为研究语料,通过使用UAM Corpus Tool数据库分析软件,通过对语料中的介入资源采取人工标注的方法,分析与研究介入资源的分布特征以及语义特征,拟解决的三个问题如下:1.中英文引言中的介入资源的异同点是什么?2.中英文引言作者是如何建立读者联盟的?3.中英文引言中介入资源的使用为什么会有所差别?本研究结果表明:1.中英文引言中的介入资源在种类、数量分配和形式变化方面有相同点却各有侧重。中文引言中介入资源的种类相对较少,平均数量少,语言形式变化少。英文引言中介入资源的种类丰富,平均数量多,语言形式复杂多变。2.中英文引言的作者通过有策略地使用介入资源协调不同声音来源的态度和立场,从而说服读者,达到其写作目的,建立作者-读者联盟。主要策略有:在需要解释专业术语,陈述与研究相关的背景知识时,通过使用一些自言资源,统一不同声音和立场;在介绍或引用前人研究成果或表明作者个人态度和立场时,通过大量使用扩展资源,扩大对话空间,容纳不同的的立场和态度,减少作者的话语责任,建立和谐的人际关系;为了区别于前人的研究成果,突出研究的创新点,通过使用少量的收缩资源,缩小对话空间,排斥不同的立场和观点,建立研究领域。3.介入资源的使用受到多方面因素的影响,包括作者所遵循的学术标准、思维方式、所处的文化背景和社会环境等。在分析引言中介入资源的分布特征和语义特征的基础上,本文对一些模糊的介入资源进行了界定和区分,细化了介入资源的研究,有利于介入系统的进一步研究。另外,本文探究了中英文引言中介入资源使用差异的原因,丰富了学术论文语篇的研究维度,有利于提高中英文学术论文写作的意识。
[Abstract]:The introduction of academic papers is an important part of academic discourse. By reading the introduction, learners can gain insight into the main contents of the paper and decide whether to continue reading or not. This not only improves the reader's reading efficiency, but also challenges the author how to attract the reader. As a subsystem of evaluation theory, intervention system pays close attention to the source of attitude, which provides a new perspective for the study of how to establish an alliance with readers in the introduction of academic papers. Based on the intervention system of Martin's evaluation theory and Swales' cars model, this paper takes the introduction of 200 academic papers on http://www.sciencedirect.com, a well-known website in China and other countries, as the research corpus in the past five years. Through the use of UAM Corpus tool database analysis software, this paper analyzes and studies the distribution and semantic characteristics of intervention resources by manually tagging the intervening resources in the corpus. The three problems to be solved are as follows: 1. What are the similarities and differences of the intervention resources in the introduction of English and Chinese? How does the author of the introduction in English and Chinese form a reader's union? Why is there any difference in the use of interventional resources in the introduction to English and Chinese? The results of this study show that: 1. The intervention resources in English and Chinese preface are similar in category, quantity distribution and form change. The types of resources involved in Chinese preface are relatively small, the average quantity is less, and the language form changes less. In the English preface, there are abundant kinds of interventional resources, the average quantity is large, and the language forms are complex and changeable. The author of the foreword in both Chinese and English uses the intervening resources to coordinate the attitude and position of different sound sources so as to persuade the readers to achieve their writing purpose and to establish the Writer-Reader Alliance. The main strategies include: unifying different voices and positions through the use of self-speaking resources when explaining technical terms, presenting background knowledge relevant to the research; introducing or quoting previous research results or indicating the author's personal attitudes and positions. Through the extensive use of resources, the expansion of dialogue space, the acceptance of different positions and attitudes, the reduction of the author's discourse responsibility, the establishment of harmonious interpersonal relationships, in order to distinguish from previous research results, highlight the innovation of the research. By using a small amount of shrinking resources, reducing the dialogue space and excluding different positions and viewpoints, the research field. 3. 3. The use of interventional resources is influenced by various factors, including the academic standards followed by the author, the mode of thinking, the cultural background and the social environment. Based on the analysis of the distribution and semantic characteristics of the intervention resources in the introduction, this paper defines and distinguishes some fuzzy intervention resources, and further studies the intervention resources, which is beneficial to the further study of the intervention system. In addition, this paper explores the reasons for the differences in the use of resources in the preface of Chinese and English, which enriches the research dimension of academic papers and helps to improve the consciousness of writing academic papers in both Chinese and English.
【学位授予单位】：湖南科技大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H315;H15

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