互动元话语与科普演讲:语境重置下的劝谏与修辞

An Analysis of Interactional Metadiscourse in 3MT Presentations and Master's Theses Abstracts

以往关于互动元话语的研究大多聚焦于学术期刊论文,较少关注3分钟演讲中的人际互动实现模式,且有待进一步考察二语学习者硕士群体的话语实践。本研究基于自建3分钟演讲和同话题类的硕士学位论文摘要语料库,对比二者在互动元话语使用上的差异。研究发现,互动类元话语在3分钟演讲中出现的总频数远高于硕士学位论文摘要,各个子类元话语在两种目标体裁语境下的分布以及具体表现方式上也各有倾向。这些差异反映出体裁差异对学术声音表达、劝谏资源支配以及话语身份建构的影响。这一发现将为学术英语口语教学与研究提供参考与启示。

The ability to communicate scientific information is not only recognized as a requisite in most undergraduate curricula,but is also an essential skill for scientists at all levels of their careers,both new and experienced.To explore how the specialized know-ledge are regrouped,reformulated and recontextualized when facing with the notion of “context collapse”,this study focuses on an emerging genre called 3MT(three-minute thesis) presentations,in which students present their research findings to the gene-ral public within three minutes.Although much attention has been paid to 3MT,our knowledge of how interaction is achieved and what rhetorical decisions and discoursal preferences are involved in this type of communication is still insufficient.Based on two self-compiled corpora of 3MT presentations and master's theses with the same topics,this study compares the use of interactional metadiscourse between the two different genres.The results show that stance markers in both corpora are more often employed than listener engagement features.In addition,3MT presenters use significantly more interactional metadiscourse than master's students and the distribution and linguistic realization of its subtypes also vary across these two genres.These differences could be attributed to the rhetorical constraints and affordances of two generic contexts.This study has important pedagogical implications for English academic spoken instruction and research.