【作者】 吕欣；

【导师】 彭金定；

【作者基本信息】 中南大学 ， 外国语言学及应用语言学， 2006， 硕士

【摘要】 本文是针对中国非英语专业学生论说文文本中的修辞特征所进行的一项探索性研究。国内外在这方面的研究尚不多见。在对比修辞领域中，对英语作为二语或者外语的写作研究都集中于语言层面或语篇特征，比如衔接与连贯，篇章结构。而且，目前国内大学英语写作中存在着多种问题，亟待研究和解决。本文借鉴前人的研究方法，结合我国的大学英语写作教学现状，从超结构，图尔敏的非形式推理分析模式以及劝说式呼告这三个方面来分析非英语专业学生英语论说文写作的质量。采用描述性研究的方法，对来自北京第二外国语大学的60名非英语专业大二学生的论说文文本进行了深入的分析。研究结果表明，论说文作为我国英语写作练习与考试中最常见的一种文体，但是非英语专业学生的英语论说文写作能力却令人担忧。从整体上来看，学生的论说文质量不高，整体得分偏低，表现在文章结构的不完整，推理不深，以及文章缺乏说服力。具体来说，所收集的论说文语料普遍缺乏超结构的评价部分。图尔敏分析表明，文章逻辑思维不强，推理不深，主要体现在在对论点或次论点进行论证的过程中，缺乏具体和权威的论据材料以及相应的正当理由或根据。从劝说力评估结果来看，文章缺乏说服力，这主要是由学生很少使用劝说式呼告造成的。同时，具体和权威的论据以及相应的正当理由或根据的缺乏也在很大程度上影响了文章的说服力。本研究发现，英语论说文中的上述修辞特征对我国非英语专业学生的英语论说文写作构成了巨大的挑战。为了提高我国大学生英语写作能力，该论文进一步从跨文化差异，学生的认知发展以及我国大学英语写作教学现状等角度对其原因进行了探讨和分析，并且对我国大学英语写作教学及今后的研究提出了具体的建议，以期丰富对比修辞理论。更多还原

【Abstract】 The paper presents an exploratory study of English argumentativewriting by Chinese students with its focus on the rhetorical features. Areview of the literature on EFL/ESL writing in contrastive rhetoricreveals a gap in this field. Studies in contrastive rhetoric in the past havetended to be centered on linguistic phenomena or textual features such ascoherence, cohesion, and discourse organization. Limited research efforthas been devoted to treat the rhetorical features in student argumentativewriting both at home and abroad. What’s more, the unsatisfactory statusquo of EFL writing in our China also suggests the urgent need for furtherresearch.The present study delves into the three analyses most pertinent to thecontent of argumentative writing—the superstructure of argument, aToulmin analysis of informal reasoning, and the persuasive appeals inChinese students’ English argumentative writing by adopting adescriptive research method. Data collected from 60 non-English majorsophomore students in Beijing International Studies University throughtext analysis have shown that English argumentative writing is indeed ademanding genre in English learning at school, but not well developedamong non-English major students. Incomplete structure, shallow reasoning and lack of convincing strength are typical problems in studentEnglish argumentative writing. To be specific, the rare use of theevaluation component gives rise to the incomplete superstructure ofargument. For the Toulmin analysis of informal reasoning, the majorclaim as well as subclaims is often poorly developed with little relianceon such data as personal experience and authority. Besides, identificationis rarely established between the writer and the audience because of thefrequent absence of sound warrants. Lack of specific and authoritativedata and the absence of sound warrants mainly merit shallow reasoning instudent argumentative writing. On the persuasive appeals analysis, eventhough most students place some emphases on the rational appeal, thecredibility and affective appeals are often devalued, which consequentlydecreases the convincing strength in student argumentative writing. Apartfrom this, lack of specific and authoritative data and frequent absence ofsound warrants often lead to the lack of convincing strength to a greatextent.Student poor performance indicates that the above rhetorical featuresmost pertaining to English argumentative writing have been challengingfor Chinese non-English major students. In order to improve studentEnglish argumentative writing, the paper probes into the possible reasonsfor the results in the present research mainly from a combination ofvarious causes such as cross—cultural variations, the deficiency in student cognitive development as well as the faults in the teaching ofEnglish writing and then advances some implications for the teaching andlearning of English writing as well as suggestions for further studies. Inaddition, the findings of the study are also expected to enrich contrastiverhetoric.更多还原