摘要
本文以Burgess和Ivani?’s(2010)的作者身份话语构建框架为基础,探讨了中国英语学习者在硕士论文写作中引用行为和身份构建的交互关系。研究采用文本分析与访谈相结合的混合研究法,考察中国英语学习者的硕士论文引用特征及其通过引用选择所构建的身份。研究发现,学生的引用选择反映了其语言身份、学术和学科身份以及新手身份,其引用行为给读者展示了不同的话语身份。通过调整参考文献的数量和相关性,学生试图构建一个博学、可信的自我。而无效引用和无效参考文献的使用不仅给读者留下负面印象,而且表明学生对作者身份的缺乏。本研究对学术英语教学和论文指导有着重要启示。
Based on Burgess and Ivani?’s(2010) framework of the discoursal construction of writer identity, this paper explores the interaction between citation practices and identity construction in Chinese EFL learners’ MA thesis writing. A mixed approach of textual analysis and interviews was adopted to examine the citation features of MA theses and the identities Chinese EFL learners constructed through citation selection. It was found that students’ selection of citations reflects their linguistic identity, academic and disciplinary identity, as well as novice identity. Their citation practices project different discursive selves to readers. By adjusting the number and relevance of references, they intend to construct a knowledgeable and credible self. The use of ineffective citations and references not only projects an unfavorable impression on readers but reflects a lack of authorial identity. This study has significant implications for the teaching of academic English and the supervision of thesis writing.
作者
刘庆荣
邓鹂鸣
Qingrong Liu;Liming Deng(Wuhan University)
基金
supported by China National Social Sciences Grant entitled “A Genre-based Study of the Dynamic Interdiscursive System in Chinese and English Professional Discourse”(NO.17BYY033)
