摘要
本文基于Hyland(2005a)的立场标记框架,分析中国英语专业本科生学位论文中引言和结论部分的立场标记语与身份建构。通过自建小型语料库,本研究统计4类立场标记语(模糊限制语、确定表达语、态度标记语及自我指称)的使用频率,并结合4种语用身份(陈述者、对话者、评价者和组织者)对作者使用不同立场标记语体现的作者身份进行语用分析。研究发现,本科生学位论文中确定表达语的使用最为频繁,其次是模糊限制语,较少使用的是态度标记语,使用频率最低的是自我指称。从作者呈现的语用身份来看,模糊限制语和确定表达语体现作者构建的陈述者身份,态度标记语和自我指称则分别体现作者构建的评价者与组织者身份。同时,学生作者在合理运用立场标记语构建身份时仍存在一定问题。这一结果对英语学术写作与教学具有一定的指导意义。
Based on Hyland's(2005a)model,this paper analyzed the stance markers and identity construction of the Introduction and Conclusion sections in BA theses by English majors in a Chinese university.Four categories of stance markers(hedges,boosters,attitude markers and self-mentions)in the corpus were marked and the frequency of various stance markers was calculated.Based on the four kinds of pragmatic identities(the representor,the interactor,the evaluator and the organizer)proposed by Sun(2015),the study analyzed the writer's identity construction through the choice of different stance markers.The results show that boosters were used most frequently,followed by hedges and attitude markers,and self-mentions were the least frequently used.With regard to writer identity construction,hedges and boosters reflect writers'construction of the identity of the representor.Attitude markers and self-mentions help authors construct the identity of the evaluator and the organizer respectively.Meanwhile,Chinese undergraduate students were found to have some problems in using stance markers appropriately to construct writer identity.The results have some implications for teaching academic writing in the Chinese EFL context.
作者
刘应亮
邓婷
陈洋
Liu Ying-liang;Deng Ting;Chen Yang(School of Foreign Languages,Wuhan University of Technology,Wuhan 430070,China;College of Foreign Languages and Literature,Wuhan Donghu University,Wuhan 430212,China;Hubei Water Resources Technical College,Wuhan 430202)
出处
《外语学刊》
CSSCI
北大核心
2023年第5期58-65,共8页
Foreign Language Research
基金
国家社会科学基金项目“中国学习者议论文论证能力发展特征研究”(19BYY229)的阶段性成果。
