从对比修辞到跨文化修辞——对Ulla Connor跨文化对比修辞语篇教学与研究的评述和建构

A critical review of Ulla Connor’s intercultural rhetoric theory:Contributions and implications

Robert Kaplan 1966年发表了对比修辞学种子性研究＂Cultural thought patterns in inter-cultural education＂（《跨文化教育中的文化思维模式》）,深化了世界范围内二语写作学习者母语修辞对写作认识和教学水平的影响,其理论建树和阶段性实证结论颇丰。然而,国内写作研究界对这一领域的进展鲜有系统的梳理和评述。本文就Ulla Connor对Kaplan（1966）种子性研究提出的悖论、Connor等学者主张的跨文化对比修辞、跨文化对比修辞语篇与新修辞学派思潮与研究,Connor对Stephen Toulmin论证模型的阐释及后继研究、Connor视野中的ESP研究和Connor跨文化对比修辞研究进行了综述。从建构跨文化对比修辞研究的高度,系统地阐述Connor从对比修辞到跨文化修辞学二语语篇研究的多元框架、研究专题和方法,以期为教学研究体系的进一步完善提供可参考的方向,推进我国与本专题相关的教学和研究。

Much empirical research conducted along the line of contrastive rhetoric(CR) originates from Robert Kaplan’s article "Cultural thought patterns in inter-cultural education"(1966),which has led to scholars’ deepening CR research into the impacts of the mother tongue on the teaching of L1/2 writing as well as L1/2 learners worldwide with fruitful findings and implications.This paper reviews the developments,paradigms and trends,as seen in Ulla Connor’s works in the last 20 years.It outlines Connor’s critical appraisal of Kaplan’s seminal work,the intercultural rhetoric(IR) theory,IR-oriented research and its implications.It also discusses trends in new rhetoric theory,Connor’s ESP research,and her studies into Toulmin’s reasoning model in argumentation.The review is intended to advance rhetoric theory through a multidimensional stance.Noting that this line of research is not yet systematically reviewed in the Chinese scholarship circles,we make an attempt to fill this gap,with a strong interest in promoting IR research to enhance effective teaching of EFL writing in China.