Under the theoretical framework of Hyland＇s interpersonal model of metadiscourse, an in-depth analysis of the distribution and characteristics of metadiscourse in English job applications is carried out. The findings...Under the theoretical framework of Hyland＇s interpersonal model of metadiscourse, an in-depth analysis of the distribution and characteristics of metadiscourse in English job applications is carried out. The findings show that metadiscourse is frequently used in English job applications and these resources have different occurrence frequencies. The writers use more interactional metadiscourse than interactive metadiscourse. Among all the metadiscourse subcategories, self-mentions, transitions and hedges are frequently used. The analysis demonstrates that all metadiscourse resources seem to stress the interpersonal potential in order to convey a persuasive message under an informative mask. It is also shown that metadiscourse use is genre-constrained and the writer＇s writing purpose.展开更多
本研究以142名英语专业学生为对象,探讨了元语篇对听力理解的作用。全体学生分为两组,分别听同一个TEM8(Test for English Majors-Grade 8)微型学术讲座的不同版本(含元语篇和不含元语篇)并完成相同的任务和问卷调查。研究结果表明:1)...本研究以142名英语专业学生为对象,探讨了元语篇对听力理解的作用。全体学生分为两组,分别听同一个TEM8(Test for English Majors-Grade 8)微型学术讲座的不同版本(含元语篇和不含元语篇)并完成相同的任务和问卷调查。研究结果表明:1)两组学生听力理解率差异达显著水平;2)元语篇能辅助话题熟悉程度提高听力理解率;3)元语篇对不同语言水平学生提高听力理解率的贡献有差异;4)学生能无意识感知讲座中元语篇的有无并据此判断讲座质量的优劣。以上结果对外语教学的启示意义在于:语篇理解过程中,篇章组织的相关知识与背景知识同样重要;由于语篇理解受多个变量的影响,仅元语篇的出现并不一定总能保证好的理解效果。因此,教学中在重视对学生进行语言形式和语言意义训练的同时,更应注重对其逻辑思维以及综合素质的训练。展开更多
文摘Under the theoretical framework of Hyland＇s interpersonal model of metadiscourse, an in-depth analysis of the distribution and characteristics of metadiscourse in English job applications is carried out. The findings show that metadiscourse is frequently used in English job applications and these resources have different occurrence frequencies. The writers use more interactional metadiscourse than interactive metadiscourse. Among all the metadiscourse subcategories, self-mentions, transitions and hedges are frequently used. The analysis demonstrates that all metadiscourse resources seem to stress the interpersonal potential in order to convey a persuasive message under an informative mask. It is also shown that metadiscourse use is genre-constrained and the writer＇s writing purpose.
文摘本研究以142名英语专业学生为对象,探讨了元语篇对听力理解的作用。全体学生分为两组,分别听同一个TEM8(Test for English Majors-Grade 8)微型学术讲座的不同版本(含元语篇和不含元语篇)并完成相同的任务和问卷调查。研究结果表明:1)两组学生听力理解率差异达显著水平;2)元语篇能辅助话题熟悉程度提高听力理解率;3)元语篇对不同语言水平学生提高听力理解率的贡献有差异;4)学生能无意识感知讲座中元语篇的有无并据此判断讲座质量的优劣。以上结果对外语教学的启示意义在于:语篇理解过程中,篇章组织的相关知识与背景知识同样重要;由于语篇理解受多个变量的影响,仅元语篇的出现并不一定总能保证好的理解效果。因此,教学中在重视对学生进行语言形式和语言意义训练的同时,更应注重对其逻辑思维以及综合素质的训练。
