本文關鍵詞： 評價理論 語篇分析 電子學術話語　出處：《魯東大學》2012年碩士論文　論文類型：學位論文

【摘要】：以計算機為中介的交流在學術交流活動中正發(fā)揮著越來越重要的作用。這種全新的學術交流形式倍受全世界眾多學者們的關注，同時他們也積極參與其中，，尤其是參對于網(wǎng)絡學術討論所產(chǎn)生的文本，我們稱之為網(wǎng)絡學術話語或電子學術話語。本論文旨在系統(tǒng)功能語言學評價理論的框架下探討電子學術話語這一新型學術話語的人際意義。與到數(shù)目眾多的學術討論組的交流活動中。評價理論大大擴充了功能語言學框架下實現(xiàn)人際意義的資源。態(tài)度、介入與分級是評價理論的三個子系統(tǒng)。同時作為實現(xiàn)個人維度和主體間維度的資源。 研究發(fā)現(xiàn)：1)參與者傾向于顯性地表達自己的態(tài)度，而且態(tài)度傾向于被詮釋為價值維度上的鑒賞。學生參與者在態(tài)度的詮釋上表現(xiàn)出一個明顯的傾向，即，他們往往評判自己的學術能力為低值而對核心參與者的能力評判為高值。2)主體間維度的人際意義主要是通過介入資源實現(xiàn)的。介入是用來協(xié)商主體間立場的資源。分析表明壓縮協(xié)商空間的資源，如實現(xiàn)否定與退步意義的資源往往一起使用，而壓縮協(xié)商空間的資源往往與擴展協(xié)商空間的資源交替使用。因此，否定及退步資源所產(chǎn)生的“面子”上負面影響被一定程度地削弱，所涉及的觀點也更容易被他人接受。3)在線討論，網(wǎng)上討論參與者在動態(tài)的學術討論中趨向協(xié)商地建構一種平等的人際關系從而能更好的交流，這是與這種交流形式有密切關系的。這種交流方式對學生或者專家等所有參與者都是有益的，學生能夠更直接的提出疑問和表明觀點，專家們也可以互相交流獲取更多信息。這種區(qū)別于傳統(tǒng)教學模式所帶來的不同交流效果為英語課堂的教學也提供有益的參考，同時也為評價理論提供了一個新的研究方向的參考。 受學術水平和語料庫研究資料的限制，本文仍有一些不足之處。但是對于教學模式和研究新視角的貢獻有一定的價值和意義。
[Abstract]:Computer-mediated communication is playing a more and more important role in academic communication activities. This new form of academic communication has attracted the attention of many scholars all over the world, and they are also actively participating in it. In particular, reference to the text generated by the online academic discussion. The purpose of this thesis is to explore the interpersonal significance of electronic academic discourse, a new type of academic discourse, within the framework of systematic functional linguistic evaluation theory. In the communication activities of the discussion group, the evaluation theory greatly expands the resources and attitudes to realize interpersonal meaning in the framework of functional linguistics. Intervention and classification are three subsystems of evaluation theory, and they are also the resources to realize the individual dimension and intersubjective dimension. The study found that: 1) participants tend to express their attitudes explicitly, and attitudes tend to be interpreted as appreciation in the value dimension. They tend to rate their academic abilities as low and core participants as high. 2). The interpersonal meaning of inter-subjectivity dimension is mainly realized by intervening resources. Intervention is the resource used to negotiate the position between subjects. The analysis shows that the resources in the negotiation space are compressed. For example, the resources of negative and retrogressive sense are often used together, while the resources of compressed negotiation space are used alternately with those of extended negotiation space. The negative impact of negative and retrogressive resources on "face" has been weakened to a certain extent, and the ideas involved are more likely to be discussed online. Online discussion participants tend to negotiate to build an equal interpersonal relationship in dynamic academic discussions so that better communication can be achieved. This is closely related to this form of communication, which is beneficial to all participants, such as students or experts, so that students can more directly ask questions and express their views. Experts can also communicate with each other to obtain more information. This difference from the traditional teaching mode brought about by the different communication effect for English classroom teaching also provides a useful reference. At the same time, it also provides a new reference for the evaluation theory. Limited by academic level and corpus research data, this paper still has some shortcomings, but it has some value and significance to the contribution of teaching model and new perspective of research.
【學位授予單位】：魯東大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H030

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本文編號：1486610