【作者】 宋薇；

【导师】 潘海英；

【作者基本信息】 吉林大学 ， 外国语言学及应用语言学， 2023， 硕士

【摘要】 近年来句法复杂度在学术写作中备受关注。句法复杂度用于描述学习者的语言表现,评估学习者的语言质量并预测学习者的语言能力,其可以反映出学习者的学术水平,呈现学习者的学术成就。以往的研究主要集中在语言能力较低的学生或作者,而对于语言能力较高的学生的研究相对较少,对整个文本或其特定部分体裁章节,例如引言,方法,结果与讨论(IMRD),也给予了许多关注。此外,大多数研究仅单独使用粗粒度或细粒度句法复杂度指标进行度量。本研究尝试采用粗粒度与细粒度的句法复杂度指标,对硕士学位论文与期刊文章的句法复杂度进行对比研究,旨在分析硕士学位论文与期刊文章之间的句法复杂度差异。本研究旨在解决以下研究问题:1.硕士学位论文和期刊文章在整篇学术写作的句法复杂度上有什么区别?2.硕士学位论文和期刊文章在部分体裁IMRD章节的句法复杂度上有什么区别?3.学术写作与教学中可能引起句法复杂度差异的原因是什么?本研究采用定量的研究方法,从某大学图书馆网站上收集了2021届外国语言学及应用语言学的39篇硕士学位论文以及在《应用语言学》上选取了2017-2021年间发表的40篇期刊文章,借助TAASSC和SPSS对14个粗粒度以及13个细粒度句法复杂度指标进行处理和统计分析。从整篇学术写作来看,粗粒度句法复杂度指标的相关结果表明,与硕士相比,作者撰写的句子、T单元、从句更长。作者使用的从句和句子、并列短语、复杂名词和动词短语比硕士更多,12个句法复杂度指标差异显著。细粒度句法复杂度指标的相关结果表明,作者使用更多的所有格、动词修饰语和关系从句修饰语,而硕士在学术写作中使用更多的限定词,4个句法复杂度指标差异显著。从部分体裁章节来看,粗粒度句法复杂度指标的相关结果表明,在引言部分,作者使用比硕士更复杂的从句和句子、并列短语、复杂名词和动词短语,10个句法复杂度指标差异显著。在方法部分,作者使用比硕士更复杂的从句和句子、复杂名词和动词短语,9个句法复杂度指标差异显著。在结果和讨论部分,作者使用比硕士更复杂的从句和句子、并列短语、复杂名词和动词短语,13个句法复杂度指标差异显著。细粒度句法复杂度指标的相关结果表明,在引言部分,作者使用更多的关系从句修饰语,而硕士使用更多的限定词、介词短语以及名词作修饰语,4个句法复杂度指标差异显著。在方法部分,作者使用更多的关系从句修饰语,而硕士使用更多的名词性主语、限定词和介词短语,4个句法复杂度指标差异显著。在结果和讨论部分,作者使用更多的介词宾语、名词补语、所有格、动词修饰语和关系从句修饰语,而硕士倾向于使用更多的限定词,6个句法复杂度指标差异显著。本研究对文本的句法复杂度进行了不同维度的测量以及对比,可以为今后的相关研究提供参考,帮助师生更加全面的了解在学术写作过程中学生与作者在句法复杂度方面存在的差距,为学术写作和教学提供一些启示和建议。更多还原

【Abstract】 In recent years,syntactic complexity has attracted much attention in academic writing.It is used to describe learners’ language performance,evaluate learners’ language quality and predict learners’ language proficiency,which can reflect the academic level and present learners’ academic achievement.Previous studies mostly focused on students with low language proficiency or expert writers and they were relatively scarce for students with high language proficiency.Much attention was put into the entire text or specific part-genre section of texts,such as Introduction,Method,Results and Discussions(IMRD).Moreover,most studies only used the large-grained or fine-grained syntactic complexity measures separately.This research attempts to use large-grained and fine-grained syntactic complexity indices to conduct a contrastive study on the syntactic complexity in master theses and research articles to analyze the differences of syntactic complexity between them.This study seeks to address the following research questions: 1.What are the differences of syntactic complexity of the entire academic writings between master theses and research articles? 2.What are the differences of syntactic complexity in the part-genre IMRD sections between master theses and research articles? 3.What are the possible causes of syntactic complexity differences in academic writing and teaching?This study uses a quantitative method and collects 39 master theses in foreign linguistics and applied linguistics from the website of a university library in 2021 and40 published research articles from the journal Applied Linguistics across the years2017-2021,conducting statistical analysis on 14 large-grained and 13 fine-grained syntactic complexity indices with the help of TAASSC and SPSS.From the perspective of the entire academic writings,the results of large-grained syntactic complexity indices show that compared with our master students,expert writers write longer sentences,T-units,and clauses.They use more complex clauses and sentences,coordinate phrases,complex nominals and verb phrases than master students and 12 syntactic complexity indices are significantly different.The results of fine-grained syntactic complexity indices show that expert writers use more possessives,verbal modifiers,and relative clause modifiers,while master students use more determiners and 4 syntactic complexity indices are significantly different.From the perspective of the part-genre IMRD sections,the results of large-grained syntactic complexity indices show that expert writers use more complex clauses and sentences,coordinate phrases,complex nominals and verb phrases than master students in the Introduction section and 10 syntactic complexity indices are significantly different.In the Method section,expert writers use more complex clauses and sentences,complex nominals and verb phrases and 9 syntactic complexity indices are significantly different.In the Results and Discussions section,expert writers use more complex clauses and sentences,coordinate phrases,complex nominals and verb phrases than master students and 13 syntactic complexity indices are significantly different.The results of fine-grained syntactic complexity indices show that expert writers use more relative clause modifiers in the Introduction section,while master students use more determiners,prepositional phrases,and nouns as modifiers and 4 syntactic complexity indices are significantly different.In the Method section,expert writers use more relative clause modifiers,while master students use more nominal subject,determiners,and prepositional phrases and 4 syntactic complexity indices are significantly different.In the Results and Discussions section,expert writers use more prepositional object,nominal complement,possessives,verbal modifiers,and relative clause modifiers,while master students tend to use more determiners and 6 syntactic complexity indices are significantly different.This study with data and a different dimension of syntactic complexity measure can provide references for future related studies.This study can also help our students and teachers build a more comprehensive understanding of the gap between our master students and expert writers in the process of academic writing,which provides some inspirations and suggestions in academic writing and teaching.更多还原