二语学习者学术建议话语中的情态身份建构

Modality Identity Construction in Academic Advising Discourse by L2 learners

身份建构是学术语篇的普遍特征。以往文献主要考察作者身份的建构,对身份建构双向性关注不足,也少有基于情态意义的身份建构探究。本研究基于语用身份观,采取语料库方法,考察我国二语学习者本硕博学位论文的建议话语中情态身份建构的阶段性差异。研究表明,随着研究水平的提升,二语学习者学术建议话语中作为建议者的强势身份逐渐减弱、对于建议对象的凸显程度也逐渐降低,呈现我国二语学习者学术写作中身份建构和协商的阶段性发展特征,体现了语用身份和社会身份互动的增强。

Identity construction is a common feature in academic discourse.Previous studies focus on authorial identity construction with an insufficient attention to its mutually-constructed nature,and there is only limited study on identity construction in light of modality.By means of a corpus approach,the current study presents a study on modality identity construction in academic suggestion discourse of Chinese ESL learners’bachelor,master and doctoral theses from the perspective of pragmatic identity.The results demonstrate a gradual decline in dominating identity construction as the advice-giver and a tendency for hiding the advice recipients’identity in Chinese ESL learners’bachelor,master and doctoral theses.The findings reveal that with the increase in their academic research level,Chinese ESL leaner writers show developmental features in identity construction and identity negotiation in L2 academic writing,indicating a strengthened interaction between pragmatic identity and social identity.