学科性与学术语篇

Disciplinarity and academic discourse

本文首先从宏观上探讨学科知识建构与学术语篇的关系,讨论在不同学科中占主导地位的"知识-知者"结构如何影响学科成员在学术交流中使用的修辞和语篇策略,然后详细回顾两项探寻学术修辞与学科差异的实证研究,并将研究结果与学科认识论和话语实践联系起来。最后简要阐释上述研究对学术英语教学的启示并提出相关教学策略。

This paper starts by outlining,in broad terms,the relationship between disciplinary knowledge-making and academic discourse,discussing how dominant knowledge-knower structures found in different disciplines may shape the rhetorical and discourse strategies used by members of these disciplines in academic communication. It then reviews,in considerable detail,two recently completed studies on cross-disciplinary differences in various aspects of academic discourse and rhetorical practices and relates these findings to disciplinary epistemological beliefs and practices. By way of conclusion,the paper discusses pedagogical implications that follow from the findings of the two studies and proposes pedagogical strategies for socializing students into the academic discourse of their chosen disciplines.