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英汉法律类学术论文中作者身份构建的对比研究——以介入系统为视角 被引量:9

A contrastive study of writer identity in English and Chinese legal research articles from the perspective of Engagement System
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摘要 介入是学术论文作者进行身份构建的有效语言资源。利用介入,作者可以表达个人的态度立场,调节其所承担的话语责任,协调与读者的对话空间,构建多维的作者身份。本文基于评价理论的介入子系统,以18篇英汉法律学术论文为语料,对比分析了英汉法律论文作者身份构建的方式。研究表明,英汉法律论文中构建作者身份的介入资源呈现出明显的不平衡性、多重性和语境依赖性。英汉论文作者在语篇中都构建出研究者、观点持有者、评价者、信息提供者四种身份,但他们利用介入资源构建前三种身份的方式存在显著差异:英文论文中作者构建身份的方式更直接、开放,与读者之间的对话空间弹性适中,而在汉语论文中作者则更审慎、保守,与读者的对话空间弹性不足。而这些差异源于英汉文化中个人价值、人际关系、风险意识、文化思维的不同。 Engagement is an effective language resource used for constructing writers identity,thanks to which,writers can ex- press personal standpoints,adjust discourse responsibilities and dialogue space with readers,and finally construct their multi- ple writer identities.Based on engagement system in Appraisal Theory,this article analyzed 18 English and Chinese legal re- search articles to explore their features of identity construction.The results show that both in English and Chinese legal re- search articles,engagement resources used for writer identity construction are of multiplicity,imbalance,and context-depend- ence.English and Chinese writers construct four writer identities in legal RAs,researcher,arguer,evaluator and information provider,but there exist some differences in their ways of identity construction.When constructing the first three identities, English writers are more direct and open,and inclined to have flexible dialogue space with readers,but Chinese writers are relatively prudent and conservative,and give relatively less room for further communication.Their different ways of identity construction are caused by their socio-cultural differences,like personal value,interpersonal relationship,risk awareness and cultural ideology.
作者 蒋婷 杨霞
出处 《西安外国语大学学报》 CSSCI 2018年第4期8-13,共6页 Journal of Xi’an International Studies University
基金 重庆大学中央高校基本研究项目(项目编号:CDJSK11200)和重庆大学中央高校基本科研业务费专项项目(项目编号:2018CDJSK04XK09)的阶段性成果
关键词 法律学术论文 作者身份构建 介入系统 对比研究 legal research articles writer identity engagement system contrastive study
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