【作者】 周怡；

【导师】 吴勇毅；

【作者基本信息】 华东师范大学 ， 国际汉语教育， 2022， 博士

【摘要】 中国教育的国际化发展吸引了愈来愈多的留学生前来中国学习,来华学历生表现出总体人数逐年递增、年龄层次逐渐降低和汉语水平显著提高等特点。学校对留学生学术汉语写作的规范要求、留学生学术论文暴露出来的问题、学习者对学术论文的内在需求、国家层面培养高层次人才的需求使得我们有必要对汉语学习者的学术写作能力加以研究。目前我国对留学生学术汉语写作能力发展过程的研究还处在起步阶段,这方面的研究寥寥无几,因此我们希望通过研究汉语作为二语的学术写作能力的发展过程,创建新的研究空间。想要了解如何培养留学生的学术汉语写作能力,就需要从他们之前的写作经历(即通用汉语写作能力)开始,分析通用汉语写作能力到学术汉语写作能力的发展过程。本研究采用量化和质性相结合的研究方法,考察了构成通用汉语写作能力和学术汉语写作能力的因素,分别建立了通用汉语写作能力模型和学术汉语写作能力模型。在模型的基础上,描绘了留学生学术汉语写作能力的发展过程(从通用写作到学术写作),并探究了发展过程的影响因素,希望为提高学术汉语写作能力提供理论依据及教学建议。本论文的研究问题有以下四个:(1)通用汉语写作能力的构成因素有哪些?(2)学术汉语写作能力的构成因素有哪些?(3)学术汉语写作能力的发展过程如何?(4)影响留学生学术汉语写作能力发展过程的因素有哪些?通用汉语写作能力模型方面,研究发现:通用语法能力、通用语篇能力、通用语用能力和通用语类能力能够解释通用汉语写作能力。学术汉语写作能力模型方面,研究发现:学术语法能力、学术语篇能力、学术语用能力和学术语类能力能够解释学术汉语写作能力。学术汉语写作能力的发展过程方面,得出了以下结论:(1)初始阶段。语法方面,以初级词汇为主,语义错误(易混淆词)较多,搭配错误(动宾搭配)较多;语篇方面,整句比例高于零句,整句和零句正确率较低。不合法整句错误较多,不合用整句较少;语用方面,立场标记语数量相对较少,学习者偏重认知型立场标记语和态度型标记语的使用,自我提及语使用率相对较低,常使用个体第一人称指代自己;语类结构方面,学习者缺少议论文语类知识,语步配置存在单独语步和不规则语步的错误情况。(2)提升阶段。语法方面,以中级词汇为主,语义错误(易混淆词)减少,搭配错误(动宾搭配)减少;语篇方面,整句比例低于零句,整句和零句正确率升高,不合法整句减少,不合用整句增多,离境零句和在境零句错误增多;语用方面,立场标记语数量先增加后减少,学习者侧重认知型立场标记语的使用,态度型标记语和自我提及语的使用占比较少,常使用个体第一人称和群体第一人称指代自己;语类结构方面,学习者有了一定的议论文和学术论文语类知识基础,语类结构更完整,但仍存在语步配置错误。(3)优化阶段。语法方面,学习者词汇复杂度增速减缓,在高级词汇和高级附录词汇的扩展上遭遇“平台期”。语义错误集中在相同语素词汇,搭配错误集中在介词搭配,学术词汇量增加;语篇方面,整句和零句比例趋于平衡,整句和零句正确率进一步提高。在境零句和离境零句错误数量减少,堆栈错误依旧存在;语用方面,作者立场标记语总体数量下降,有减退情况。与提升阶段相似,认知型立场标记语多于态度型立场标记语和自我指称语,常使用群体第一人称和自我指称语指代自己;语类结构方面,学习者的语类知识进一步得到增强。语步结构更完善,主要问题在语步顺序上。(4)拓展阶段。语法方面,学习者的词汇无限接近汉语母语者,偶有语义错误(单双音节词汇)和搭配错误(介词搭配),能熟练地使用学术词汇;语篇方面,不合用整句消失,堆栈错误和离境零句错误数量进一步下降,留学生语篇系统已经较为成熟;语用方面,立场标记语总体数量进一步下降,有衰退趋势,常使用自我指称语指代自己;语类结构方面,语步结构完整性提高,但不规则语步数量上升,语步顺序依旧存在问题。通用汉语写作能力和学术汉语写作能力存在共同基础和连接点。语法方面,通用汉语词汇和学术汉语词汇均以初级词汇为基础,中级词汇和高级词汇是区分通用写作和学术写作的标准。语篇方面,通用汉语语篇和学术汉语语篇均以正确整句为基础。在本科阶段,整句、零句输出率、整句、零句正确率是区分通用写作和学术写作的标准,在硕博阶段,整句、零句正确率是区分两者的标准。语用方面,模糊限制语、否定语、情感型标记语、评价型标记语、第一人称是通用写作和学术写作的共同基础,增强语的引述动词、言据型标记语中的引述动词、自我指称语是区分两者的标准。语类结构方面,依据类型中的统计数据是区分通用写作和学术写作的标准。在影响因素方面,研究发现:活动系统六大因素共同作用于学术汉语写作能力发展;不同因素在各个阶段的影响程度有区别;影响学术汉语写作能力不同子系统的因素不同。更多还原

【Abstract】 The international development of Chinese education has attracted more and more foreign students to study in China.The overall number of students coming to China for academic qualifications is increasing year by year,the age level is gradually decreasing,and their Chinese proficiency has been significantly improved.The school’s normative requirements for international students’ academic Chinese writing,the problems exposed by international students’ academic papers,the learners’ internal demands,and the need for high-level talents at the national level make it necessary for researchers to study the academic writing competence of Chinese learners.At present,the research on the development process of Academic Chinese Writing Competence(ACWC)of foreign students in China is still in its infancy.There are very few researches in this area.Therefore,we hope to create a new research space by studying the development process of Chinese as a Second Language(CSL)academic writing competence.To know how to cultivate the ACWC of second language learners,it is necessary to start with their General Chinese Writing Competence(GCWC)and analyze the development process from the GCWC to the ACWC.This study uses a combination of quantitative and qualitative research methods to investigate the factors that constitute the GCWC and the ACWC,and establishes a constructive model of GCWC and ACWC respectively.Based on the models,we describe the development process of CSL academic writing competence(from GCWC to ACWC),and explore the influencing factors of the development process,hoping to provide theoretical basis and teaching suggestions for improving international students’ ACWC.The research questions are as follows:(1)What are the factors that constitute the GCWC?(2)What are the factors that constitute the ACWC?(3)How is the development process of CSL academic writing competence(from GCWC to ACWC)?(4)What are the factors that affect the development process of CSL academic writing competence?In terms of the model of GCWC,research has found that general grammatical competence,general pragmatic competence,general sociolinguistic competence and general genre competence can explain the GCWC.With regard to the model of ACWC,research has found that academic grammatical competence,academic pragmatic competence,academic sociolinguistic competence and academic genre competence can explain the ACWC.In terms of the development process of CSL academic writing competence,the following conclusions have been drawn:(1)Initial stage.In terms of grammar,the primary words are mainly used,there are lots of semantic errors(mainly are confusable words)and collocation errors(mainly are verb-object collocation errors);in terms of text,the proportion of full sentences is higher than that of minor sentences,and the accurate rates of full sentences and minor sentences are low.There are many illegal full sentences and unsuitable full sentences;in terms of pragmatics,the number of authorial stance markers is relatively small,learners prefer to use epistemic stance markers and attitudinal stance markers,the use rate of self-mention markers is relatively low,and the singular first person pronouns are often used;in terms of move structure,learners lack knowledge of argumentative genres,and there are errors in the configuration of move structures,such as separate moves and irregular moves.(2)Promotion stage.In terms of grammar,the intermediate words are mainly used,the semantic errors(mainly are confusable words)and collocation errors(mainly are verb-object collocation errors)are reduced;in terms of text,the proportion of full sentences is lower than that of minor sentences,the accuracies of full sentences and minor sentences are increased,the number of illegal full sentences is reduced,and the number of unsuitable full sentences is increased.The errors of minor sentences in context and independent of context are increased;in terms of pragmatics,the numbers of authorial stance markers first increase and then decrease.Learners focus on the use of epistemic stance markers,attitudinal stance markers and self-mention markers are less frequently used,singular first person pronouns and plural first person pronouns are often used;in terms of move structure,learners have a certain knowledge of the genre of argumentation and academic papers,and the move structure is more complete,but there are still misconfigurations in the move structure.(3)Optimization stage.In terms of grammar,the growth of learners’ lexical complexity has slowed down,and they have encountered a "platform period" in the expansion of advanced words and advanced appendix words.Semantic errors are mainly the same morpheme word errors,collocation errors are mainly the prepositional collocation errors,and the amount of academic words has increased;in terms of text,the proportions of full sentences and minor sentences tend to be balanced.The accuracies of full sentences and minor sentences have been further improved.The errors of minor sentences in context and independent of context are reduced,and stack errors still exist;in terms of pragmatics,the overall number of stance markers has declined.Similar to the promotion phase,epistemic stance markers are more often used than attitudinal stance markers and self-mention markers,the plural first person pronouns and self-mention markers are often used;in terms of move structure,the learner’s genre knowledge has further enhanced.The structure of the moves is more complete,and the main problem lies in the order of the moves.(4)Expansion stage.In terms of grammar,learners’ words are infinitely close to that of native Chinese speakers,with occasional semantic errors(mainly are monosyllabic and disyllabic words)and collocation errors(mainly are the prepositional collocation errors),they can use academic words proficiently;in terms of text,unsuitable full sentences disappear,and the numbers of stack errors and errors of minor sentences independent of context have further decreased.The text system of CSL learners has become more mature;in terms of pragmatics,the overall number of stance markers has further declined,self-mention markers are often used;in terms of move structure,the completeness of the move structure has improved,but the number of irregular move structure has increased.There is still a problem with the move sequence.There are common foundations and connections for GCWC and ACWC.In terms of grammar,primary words are both used as the core words for general Chinese writing and academic Chinese writing.Intermediate words and advanced words(HSK level 4and above)are the criteria to distinguish general writing from academic writing.In terms of text,both general writing and academic writing are based on correct full sentences.At the undergraduate level,the output rates of full sentences and minor sentences,the accurate rates of full sentences and minor sentences are the criteria to distinguish general writing from academic writing.In the master and doctoral stage,the accurate rates of full sentences and minor sentences are the criteria.In terms of pragmatics,hedges,negatives,affective markers,evaluation markers,and first person pronouns are the common basis for general writing and academic writing.The reporting verbs in the booster,the reporting verbs in the evidential stance markers,and selfmention markers are the criteria to distinguish general writing from academic writing.In terms of structure,statistic data is the criteria to distinguish general writing from academic writing.In terms of influencing factors,the study found that the six major factors of the activity theory jointly act on the development progress of ACWC;the degree of influence of different factors at each stage is different;the factors that affect subsystems of ACWC are different.更多还原