【作者】 易佳；

【导师】 欧阳护华；

【作者基本信息】 广东外语外贸大学 ， 外国语言学及应用语言学， 2006， 硕士

【摘要】 本研究在对比修辞学(如Kaplan 1966;Cai 1999)的基础上,选取中国社会交际心理的原则作为理论框架(Bond 1991;Hall 1976;Hofstede 1980),运用体裁分析的方法(Bhatia 1993;Swales 1990)对个人陈述文本进行定性分析。本文在具体操作上先将个人陈述定义为议论文,然后通过探究中国大学生与以英语为母语者在对个人陈述的组织结构编排及写作策略方面的不同之处,对所提出的中国特色的议论文写作方式进行中国社会交际心理的层面上的解释。 具体研究素材包括广东外语外贸大学英文学院英语专业四年级学生写的个人陈述9篇,西方个人陈述写作工具书中选取的个人陈述9篇;西方国家通用的写作原则和美国排名前50位的大学入学申请委员会对个人陈述写作的点评和反馈;以及通过小组讨论、采访等方式收集的15名广东外语外贸大学老师、英语语言学研究生和博士生对该写作方式发表的理解和意见。 研究结果证实,中国学生写的具有中国特色的个人陈述与西方作者的文章在行文结构和写作策略方面的确有差别,而且此差别在违反西方写作规则的基础上,引起了西方读者的不认同。在社会交际心理层面上解释起来包括以下三点:首先中国人在交际中强调意会而非言传,表述越直接就越显得不礼貌,因此在写作方式上运用大量铺垫,间接指明意图;其次尊卑分明的社会心理致使中国人不敢向权力地位高的人提出异议,“绕弯子”成为表述意图的手段,在此影响下,写作意图也因此被放在文章结尾;再次,中国社会的交际功能强调的是加深情感而非传递信息,这点解释了中国学生大量运用个人故事和场景回顾作为例证的写作方法。 此研究意义在于详细探讨了社会心理对二语写作学习的影响,这种超越文本本身的解释手段对更清楚了解二语写作中出现的文化问题具有重要意义。更多还原

【Abstract】 This study investigates the organizational pattern and reasoning strategy used in Chinese EFL students’ argumentative writing. Conceptualized personal statement as an argumentative discourse, we use the schematic structure of genre analysis proposed by Bhatia (1993) and Swales (1990) to measure the organizational and strategic differences between the PS written by Chinese EFL students and English native speakers, which is theoretically underpinned by contrastive rhetoric (CR). A theoretical framework of Chinese socio-psychology in communication adopted in this study views the PS written by Chinese EFL learners as an expression of Chinese communicative characteristics (Bond 1991;Hall 1976;Hofstede 1980).Three parts of data are collected in this study, including PS written by 9 Chinese senior students majoring in English in the Faculty of English Language and Culture (FELC) in Guangdong University of Foreign Studies (GDUFS);9 PS written by English native speakers selected from the sample PS provided by western guidebook of PS writing;western writing principles in textbooks of writing and feedbacks given by the admissions officers of western universities;and rationales beneath the Chinese style of PS writing collected from teachers, MA students and PhD students in FELC by interviewing and group discussion.We reconfirm the culture-specific writing pattern raised in CR with the findings of genre analysis that Chinese EFL students tend to use specific-to-general pattern and emotional appeal in PS writing which is strikingly different from the western preference of general-to-specific sequence and logical appeal. However, according to the western writing principles and the admissions officers’ feedbacks, this Chinese writing style is not desirable in the eyes ofwestern readers on the textual level. Furthering our analysis on the socio-psychological perspective, we find out the Chinese style of writing is affected by high-context, high-power-distance and affective communicative function in Chinese communication. Under the cultural influence which emphasizes interpersonal harmony and face saving, Chinese EFL students seem to naturally take the indirect and implicit way of communication into their PS writing.By enquiring the reasons why Chinese EFL learners write PS with Chinese style on a socio-psychological level, we hope to shed light on exploring some second language writing problems beyond a pure textual analysis.更多还原