作者声音的篇章构建——高水平大学生英语论辩写作功能解析

Functional Analyses of Advanced Chinese EFL Learners’Argumentative Writing

二语论辩写作问题亟待清晰的理论阐述及实践指导。文章基于“悉尼学派”体裁理论及介入系统,构建作者声音分析框架,对2017、2019年“外研社杯”全国大学生英语写作大赛议论文特等奖作品进行功能解析,旨在为一线英语论辩写作教学提供借鉴。结果显示,高水平大学生能在篇章、段落、小句层面运用介入资源回应篇外信息,提出、论述并确立论辩立场,表达质疑、援引、探讨、宣告等作者声音。分析还显示,高水平学习者能就论辩目的,选择论辩纲要式结构及介入语步模式组织对话声音,实现说服目的,但阐述观点时尚存不当运用归属语步,暴露了话题相关的专业内容知识及学术引用知识的不足,需在论辩写作教学和评估中予以重视。

The EFL writing of argumentation calls for close study both in theory and practice.This study,drawing on the Sydney School Generic Theory and the system of Engagement,proposes an analytical framework of authorial voice and explores the authorial voice in two Grand-prize argumentative writings from the 2017 and the 2019“FLTRP Cup”English Writing Contest in China,with the hope of providing reference for the teaching of English argumentative writing.The results show that advanced Chinese EFL learners employed engagement resources at the level of text,paragraph,and clause to make response to the writing prompt with an overarching claim,develop and thus establish their stance with evidence from the source text.By countering,attributing to,entertaining other voices,and pronouncing their own,the two writers consistently supported their own position to persuade readers.Analyses also show their ability in the choice of the schematic structure and engagement patterns,based on different argumentative purposes,to organize dialogic voice and persuade;however,their inappropriate use of Attribute moves when elaborating claims indicates deficiency of the topic-related disciplinary content knowledge and academic procedural knowledge for making reference,which brings implications for the teaching and assessment of argumentative writing.