级差对学术语篇中主体间性的调节

The Play of Graduation in Intersubjectivity of Academic Discourse

在评价理论的框架下,以级差子系统的语势与聚焦为切入点,分析在学术语篇中主体间性的语义符号学过程。言说主体通过语势对态度资源进行分级,借助聚焦对经验范畴进行锐化和柔化,借用这些评价资源学术作者传递出对读者及学术社团的意识和注意,引导读者及所属学术团体接受作者的研究范式,尊重并接纳潜在的质疑,进而形成主体间的交际互动。

Within the framework of appraisal theory,this paper aims to analyse how academic authors reveal intersubjectivity from the perspective of graduation.Academic authors apply force resources to grade attitudinal expressions and focus resources to sharpen or soften ideational categories to persuade the readers to accept their research paradigm or respect and entertain the readers’challenges,and therefore make intersubjectivity a dynamic phenomenon in academic discourse.