研究生介入评价使用的发展特征研究  

Developmental Features of the Engagement Used by Chinese Graduates

作　　者：李梦骁 张会平[2] LI Mengxiao;ZHANG Huiping(Northeastern University;Northeast Normal University)

机构地区：[1]东北大学外国语学院,辽宁省沈阳市110819 [2]东北师范大学,辽宁省沈阳市110819

出　　处：《现代外语》2023年第1期56-68,共13页Modern Foreign Languages

基　　金：辽宁省社科规划基金重点项目“辽宁省研究生英语学术写作互动能力发展研究”(L21AYY004)的阶段性成果。

摘　　要：本文基于语类结构理论和评价理论,以本族语学者为参照,探究中国应用语言学硕士、博士在英语学位论文结论部分各语步上使用介入评价的发展特征。研究发现,与本族语学者相比,1)两组研究生预留协商空间较少;2)部分介入范畴缺乏形式变化;3)介入评价组合的使用有限;4)博士使用多数介入范畴的数量和规律比硕士更接近本族语学者。这表明两组学生建构学术写作互动的能力均存在不足。本文建议教师既要讲授使用介入评价的方法,又要设计相应的写作练习。This paper investigates the developmental features of engagement in each rhetorical move in“conclusion chapters”of the English theses by Chinese MA and PhD students of applied linguistics, taking native scholars as reference and drawing upon genre theory and the appraisal theory. The results showed that, compared with native scholars,(1) the two groups of graduates made less dialogic space;(2) some engagement categories lacked variation of forms;(3) there was limited use of the co-articulation of engagement;and(4) when using most of the engagement categories, PhD students were nearer to native scholars than their MA counterparts in terms of frequency and rule. These findings indicated that both groups of graduates did not interact so efficiently with their readers. Our study suggests that while teaching the method of using engagement, teachers should design some corresponding writing exercises for their students.

关 键 词：介入评价 语类结构 互动 发展特征 研究生 

分 类 号：H319[语言文字—英语]