中国英语学习者学术写作中建议行为的得体性研究:语用身份视角

A Study on the Appropriateness of Chinese EFL Learners’ Academic Suggestions from the Perspective of Pragmatic Identity

学习者选择合适的语用策略得体地实施特定行为是其学术写作能力的重要组成部分,而从身份角度入手,对学习者实施言语行为的得体性进行评价不失为学术写作研究的一种新路径。为此,本研究在语用身份论指导下,将身份视为一种评价资源,以国际英语学术期刊论文中专业学者建议行为的实施情况作为参照,探讨中国英语学习者在硕士研究生毕业论文中实施的建议行为是否得体。结果显示,与专业学者相比,学习者在实施建议行为时建构强势关系的比例偏高,使用缓和策略的比例则偏低,这与他们固有的社会角色不匹配,存在明显的语用失误。本研究的结果对提升中国英语学习者语用能力和学术写作能力有一定的启发。

Employing appropriate pragmatic strategies while performing certain speech acts contributes to the building of Chinese EFL learners’ academic writing competence. Thus, it may be a new route to evaluate the appropriateness and legitimacy of their speech acts from the perspective of pragmatic identity.Taking identity as an evaluative resource, the current study compares how suggestions are carried out in international journal articles by professional researchers and graduation theses by Chinese EFL learners. It is revealed that, compared to professional researchers, Chinese EFL learners construct unduly more dominating relations while adopting unduly fewer mitigating strategies, which do not match their social roles, leading to pragmatic failures. It is hoped that this research could shed some light on the improvement of Chinese EFL learners’ pragmatic competence and academic writing skills.