中国学生学术语篇自称语的“词汇语法剖面”研究  

Lexico-Grammatical Profile of Self-Mention Used by Chinese Students in Research Writing

作　　者：姜峰 王晶晶[2] JIANG Feng;WANG Jingjing

机构地区：[1]吉林大学公共外语教育学院 [2]湖北大学外国语学院

出　　处：《中国外语》2021年第5期90-97,共8页Foreign Languages in China

摘　　要：自称语在学术语篇知识建构中调节人际互动,推动劝谏协商,但一直是二语学生学术写作中的难点。现有文献多强调自称语的篇章修辞功能,较少关注其词汇语法形式,且有待进一步系统考察学生群体的语篇实践。本研究基于自建中国理工科博士生学术论文与国际期刊论文语料库,对比学生与专家使用自称语we的"词汇语法剖面"。研究发现:(1)学生更倾向于使用序列词和认知类动词分别左、右侧搭配we;(2)学生集中使用以we为核心的研究型词块,强调客观汇报研究结果,较少带动读者篇章互动;(3)学生多以系动词和加强词搭建we的句法范围,表达个人意愿并强化知识论断;(4)学生回避we的消极语义韵表达。本文系统阐释学生上述剖面特征与专家的差异,为学术英语写作教学提供参考与借鉴。Self-mention builds interaction and persuasion in the knowledge production of academic discourse,but has been a challenging use of language to second language writers.Previous studies are mainly concerned with the rhetorical function of self-mention,paying little attention to its lexico-grammatical patterns and the way students employ the patterns in writing.Based on corpora of research papers by Chinese science PhD students and journal articles,this study compares lexico-grammatical profile of we between the two writer groups.Results show that PhD students tend to collocate we with sequencing markers and cognitive verbs,and use we to construct research-oriented bundles,presenting results in a less interactive manner.They are also found to set up syntactic strings of we by copular verbs and boosters,projecting a strong personal belief and epistemic judgement,and avoid negative semantic prosody when using we.This study offers a rounded analysis of how the way students use self-mention differs from expert writers,and raises important pedagogical implications for the teaching of academic writing.

关 键 词：自称语 词汇语法剖面 学术语篇 人际互动 

分 类 号：H319[语言文字—英语]