有研究表明,研究論文（以下簡稱論文）并不是一種受傳統(tǒng)規(guī)范制約的與個人情感無關(guān)的報道,而是作者通過與讀者交流構(gòu)建身份的學(xué)術(shù)機制。隨著人們對論文交際性的普遍接受,論文中的人際特征成為近二十年來語篇分析的熱點。不過,較少有研究對比分析不同語言論文中的人際特征,迄今為止還未發(fā)現(xiàn)有研究對比分析英漢論文中的人際特征。本文是一項實證研究,對比分析英漢論文作者如何通過與讀者交流,即呈現(xiàn)立場以及使讀者介入來構(gòu)建身份。本研究建立了一個包括70篇語言學(xué)及應(yīng)用語言學(xué)基于實驗方法或語料的論文的語料庫（中英文論文各35篇）。應(yīng)用Hyland（2005）的學(xué)術(shù)交流分析模式并結(jié)合語類理論對比分析英漢論文中立場和介入語言資源的使用頻率以及在論文中的分布特點,并對造成差異的原因進行語用分析。研究結(jié)果表明,英漢論文作者都傾向于表達自己的立場而沒有積極地使讀者介入到語篇中。然而,英漢論文存在明顯的差異。首先,英文論文作者把論文看作是與讀者之間的交際協(xié)議,而中文論文作者把論文看作是對事實的陳述。其次,英文論文對話性較強,而中文論文更像作者的獨白。再者,英文論文作者比中文論文作者表現(xiàn)出更強的“推銷”意識。第四,英文論文作者更期待... 

【文章來源】：上海外國語大學(xué)上海市 211工程院校 教育部直屬院校

【文章頁數(shù)】：257 頁

【學(xué)位級別】：博士

【文章目錄】：
Acknowledgements
Abstract
摘要
List of Tables
List of Figures
List of Acronyms
Chapter One Introduction
    1.1 The social view towards research articles
    1.2 Objectives of the study
    1.3 Significance of the study
    1.4 Outline of the dissertation
Chapter Two Key concepts defined
    2.1 The RA genre
        2.1.1 The concept of the RA
        2.1.2 Characteristics of the RA
    2.2 Identity
        2.2.1 The concept of identity
        2.2.2 Discoursal construction of identity
        2.2.3 Writer identity in academic writing
    2.3 The RA genre and authorial identity
Chapter Three Literature review
    3.1 Interaction in academic writing
        3.1.1 Under different terms
        3.1.2 On different aspects
    3.2 Interaction in RA genre
    3.3 Identity construction in academic discourse
        3.3.1 Theoretical research on identity construction in academic writing
        3.3.2 Practical research on identity construction in academic writing
    3.4 Identity construction in RA genre
Chapter Four Theoretical framework
    4.1 Hyland’s model of academic interaction
        4.1.1 Stance and writer-oriented interaction
            4.1.1.1 Hedges
            4.1.1.2 Boosters
            4.1.1.3 Attitude markers
            4.1.1.4 Self-mention
        4.1.2 Engagement and reader-oriented interaction
            4.1.2.1 Reader pronouns
            4.1.2.2 Personal asides
            4.1.2.3 Appeals to shared knowledge
            4.1.2.4 Directives
            4.1.2.5 Questions
    4.2 Genre analysis
        4.2.1 Traditions of genre analysis theories
        4.2.2 Genre analysis of RAs
    4.3 The framework used in this study
        4.3.1 Motivations for the present framework
        4.3.2 The framework for analysing interactional features in RAs
Chapter Five Research design
    5.1 Data selection and corpus building
        5.1.1 Data selection
        5.1.2 Corpus building
    5.2 Data analysis
        5.2.1 Annotation
        5.2.2 Method of analysis
Chapter Six Frequency of stance and engagement markers in English and Chinese RAs
    6.1 Frequency of stance markers in English and Chinese RAs
        6.1.1 Hedges in English and Chinese RAs
            6.1.1.1 Identification of hedges
            6.1.1.2 Frequency of hedges
        6.1.2 Boosters in English and Chinese RAs
            6.1.2.1 Identification of boosters
            6.1.2.2 Frequency of boosters
        6.1.3 Attitude markers in English and Chinese RAs
            6.1.3.1 Identification of attitude markers
            6.1.3.2 Frequency of attitude markers
        6.1.4 Self-mention in English and Chinese RAs
            6.1.4.1 Identification of self-mention
            6.1.4.2 Frequency of self-mention
        6.1.5 Summary of stance markers used in RAs
    6.2 Frequency of engagement markers in English and Chinese RAs
        6.2.1 Reader pronouns in English and Chinese RAs
            6.2.1.1 Identification of reader pronouns
            6.2.1.2 Frequency of reader pronouns
        6.2.2 Personal asides in English and Chinese RAs
            6.2.2.1 Identification of personal asides
            6.2.2.2 Frequency of personal asides
        6.2.3 Appeals to shared knowledge in English and Chinese RAs
            6.2.3.1 Identification of appeals to shared knowledge
            6.2.3.2 Frequency of appeals to shared knowledge
        6.2.4 Directives in English and Chinese RAs
            6.2.4.1 Identification of directives
            6.2.4.2 Frequency of directives
        6.2.5 Questions in English and Chinese RAs
            6.2.5.1 Identification of questions
            6.2.5.2 Frequency of questions
        6.2.6 Summary of engagement markers used in RAs
Chapter Seven Distribution of stance and engagement markers across generic structure in English and Chinese RAs
    7.1 Distribution of stance markers across generic structure in English and Chinese RAs
        7.1.1 Hedges across generic structure
        7.1.2 Boosters across generic structure
        7.1.3 Attitude markers across generic structure
        7.1.4 Self-mention across generic structure
        7.1.5 Summary of stance markers across generic structure in English and Chinese RAs
    7.2 Distribution of engagement markers across generic structure in English and Chinese RAs
        7.2.1 Reader pronouns across generic structure
        7.2.2 Personal asides across generic structure
        7.2.3 Appeals to shared knowledge across generic structure in RAs
        7.2.4 Directives across generic structure
        7.2.5 Questions across generic structure
        7.2.6 Summary of engagement markers in English and Chinese RAs
Chapter Eight Pragmatic analysis of authorial identity construction
    8.1 Manifestations of RA writers’social identity
    8.2 Metapragmatic awareness in authorial identity construction
    8.3 Social and psychological features of English and Chinese RAs
        8.3.1 Reconciliation between ethical canons and cognitive constructs
        8.3.2 Beliefs about utterance production and interpretation
        8.3.3 Perceptions of face
        8.3.4 Implementation of academic norms
Chapter Nine Conclusion
    9.1 Summary of major findings
    9.2 Implications of the current research
        9.2.1 Implications for RA writing
        9.2.2 Implications for the teaching of academic writing
    9.3 Limitations of the research
    9.4 Recommendations for future research
Bibliography
Appendices
    Appendix 1 English and Chinese RAs used as data of this study
    Appendix 2 Excerpts of English and Chinese RAs


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