【作者】 李娜；

【导师】 兰萍；

【作者基本信息】 西南交通大学 ， 外国语言文学， 2018， 硕士

【摘要】 在写作中,元话语起着非常重要的解释和劝说作用,其使用有助于作者表达态度和观点,帮助读者理解语篇,形成较好的互动关系。近年来对元话语的研究表明,元话语在二语学习,尤其是在二语写作中起着重要作用。越来越多的学者关注二语作文中元话语的使用,在现有文献中,相关研究主要集中在数量有限的学术类体裁,如科研论文,教科书等,就研究对象而言,对中美大学生元话语使用手段在议论论文写作方面的对比研究少有涉及,因此有必要从跨文化视角进行探讨,为中国大学生二语写作教学提供参考。Hyland(2005)元话语模式包括引导式元话语和互动式元话语。这两类又分为10个子系统:过渡标记语,框架标记语,回指标记语,言据标记语,语码注释,模糊语,增强语言,态度标记语言,介入标记语,自我提及语。本文从中国大学生英语作文语料库(Ten-thousand English Compositions of Chinese Learners)和美国大学生英语作文语料库(Louvain Corpus of Native English Essays)各选取37篇议论文为研究对象,分别标记为“中国大学生英语作文样本”(Chinese College Students’English Writing Samples,CCSEWS)和“英国大学生英语作文样本”(English College Students’English Writing Samples,ECSEWS)。通过频率统计来考察样本中美大学生使用元话语的总体分布以及在互动式元话语和引导式元话语方面的相似性和差异性。在此基础上,通过独立样本t检验,针对互动式元话语和引导式元话语的相似性和差异性进行阐释。本研究结果体现为:一、中美大学生议论文中元话语的使用情况。从元话语使用的整体分布看:在引导式元话语中,中国大学生和美国大学生,使用过渡标记语,框架标记语较频繁,使用内指标记语,证据标记语,语码注释词较少;在互动式元话语中,中国大学生使用模糊限制语,介入标记语较多,增强语,态度标记语和自我提及语使用较少,而美国大学生使用介入标记语,模糊限制语,增强语,自我提及语较多,态度标记语较少。二、中美大学生议论文中引导式元话语和互动式元话语中均存在使用相似性和差异性。在引导式元话语中,过渡标记语,框架标记语,内指标记语,言据标记语存在相似性,无统计学差异,语码注释词存在显著性差异。在互动式元话语中,模糊限制语,介入标记语,态度标记语存在相似性,无统计学差异,增强语和自我提及语中存在显著性差异。根据中美大学生议论文中元话语使用的相似性和差异性,作者对其进行阐释。其相似性从构建语篇连贯性,文体特征及人际关系角度进行阐释。其差异性从跨文化角度即高低语境文化理论方面做出阐释。在交际责任归属方面,而中国属于高语境读者导向型文化,大部分信息存在于语境或内化在个人身上,美国属于低语境作者导向型文化,需要大量明码信息即语码注释词去帮助读者捕捉信息,因而中美大学生在语码注释词的使用上存在显著差异。在社会关系导向方面,中国属于高语境集体主义导向型文化,强调简洁含蓄地表达,美国属于低语境个人主义导向型文化,善于用直接明确地方式表达自己,因而中美国大学生在增强语和自我提及语的使用上存在显著差异。本研究的创新点是从霍尔的高低语境文化理论对中美大学生元话语使用差异情况的成因进行阐释,目的是提高中国学生的跨文化交际能力。该研究结果有助于二语教学,尤其是写作教学。本文在此研究结果的基础上,提出了若干教写作教学方面的建议。教师应注重英语写作任务的真实性,培养学生的读者意识;主动教授元话语知识,培养学生的元语用意识;注重读写结合,培养学生语篇意识,并且强调其对语篇互动的重要性。此外,本论文在某种程度上对后续元话语的研究提供新的思路。更多还原

【Abstract】 Metadiscourse(MD)plays a very important role in interpretation and persuasion in writing discourse.Its use can help authors to express their attitudes and viewpoints and guide readers to understand discourse,and form a better interactive relationship.Previous researches on MD show that MD plays an important role in second language learning,especially in second language writing.More and more scholars pay attention MD uses in second language writing.In the existing literatures,the related researches mainly attach importance to a limited number of academic genres,such as investigation papers and textbooks.In terms of the research objects,there are relatively few comparative studies on the characteristics of MD in English argumentative writings written by Chinese and American college students.Thus,this study is needed to examine MD uses among college students from cross cultural perspectives and the results of it may have some pedagogical implications in the improvement of second language teachings and writings.Hyland’s(2005)MD mainly consists of two parts: interactive MD and interactional MD.The two parts are divided into transitions,evidentials,endophoric markers,frame markers,code glosses,hedges,boosters,attitude markers,engagement markers and self mentions.37 argumentative essays from Ten-thousandth English Compositions of Chinese Learners(the TECCL)and Louvain Corpus of Native English Essays(the LOCNESS)are chosen,respectively marked as Chinese College Students’ English Writing Samples(CCSEWS)and English College Students’ English Writing Samples(ECSEWS).Through the frequency,this study examines the general distribution of MD used by Chinese and American college students as well as the similarities and divergences in the perspective of the interactive MD and the interactional MD in the samples.On this basis,through the independent sample t-test,interpretations on similarities and divergences in interactive MD and interactional MD are explained.The results of this study are as follows.Firstly,the overall distribution of MD uses between Chinese students and American students are presented.In terms of interactive MD,Chinese college students and American college students use transitions,frame markers more frequently while endorphoric markers,evidentials,and code glosses less frequently.As for interactional MD,hedges and engagement markers are used frequently while boosters,attitude markers and self mentions are used less for Chinese college students.For American college students,they use much more hedges,engagement markers,boosters and self mentions but less attitude markers.Secondly,there are similarities and divergences in the use of interactive MD and interactional MD in both Chinese and American college students.In terms of interactive MD,there are no statistical significant divergences in transitions,frame markers,endophoric markers and evidentials while a statistical significant divergence appears in code glosses.In terms of interactional MD,there are no statistical significant divergences in hedges,engagement markers and attitude markers while a statistical significant divergence appears in boosters and self mentions.The similarities and divergences in MD uses of Chinese and American college students are explained.The similarities are explained from the perspective of textual coherence and genre features and interpersonal relationships.The divergences are explained from the cross-cultural point of view,which is the high context and low context theory.From the perspective of communicative responsibility belongings,China is a high context reader-responsible culture in which most of the information exists in the context or is internalized on individuals while the United States is a low context writer-responsible culture in which American college students are supposed to employ a large amount of plaintext information—code glosses to help readers capture information.Therefore,there is a significant divergence between Chinese college students and American college students in the use of code glosses.From the perspective communicative social relationship orientations,China is a high context collectivism-oriented culture that emphasizes implicit and inexact expressions while the United States belongs to a low context individualism-oriented culture that advocates expressing things in a straightforward and explicit manner.There fore,there are significant divergences between Chinese college students and American college students in the uses of the boosters and self mentions.The innovation of this study is that the divergences of MD uses in English argumentative writings written by Chinese and American students are explained from the high context and low context theory proposed by Hall(1976),with the purpose of improving the intercultural communication skills of Chinese college students.The study results are helpful to the second language teaching,especially the writing teaching.Based on the study results,some suggestions on how to teach second language English writings are put forward.Teachers are supposed to focus on the authenticity of English writing tasks to cultivate students’ awareness of target readers,teach MD knowledge to cultivate students’ meta-pragmatic awareness as well as combining writing and reading into a whole process so as to cultivate students’ textual awareness and interaction.Also,the study could provide a new exploration of MD researches to some extent.更多还原