【作者】 周怡； 吴勇毅；

【机构】 华东师范大学国际汉语文化学院；

【摘要】 本文基于评价理论和作者立场标记语框架,对三个阶段(本科、硕士、博士)留学生学位论文中作者立场标记语及其人际意义进行了分层次考察,探讨汉语二语学术语篇中作者立场的阶段特征。研究发现,留学生作者立场发展过程表现为"初始-发展-优化"三个阶段。初始阶段学习者主要依赖于对话紧缩资源,否认其他立场存在;发展阶段对话紧缩资源和对话扩展资源呈现出平衡态势,学习者增强了对语篇客观性的重视;优化阶段延续了发展阶段平衡的状态,学习者更为重视自身声音表达。这是词汇能力发展和语用意识增强的结果。此外,研究还发现留学生在态度型立场标记语和自我指称语的发展上相对滞后,这部分语用意识亟需得到加强。更多还原

【Abstract】 Based on the appraisal theory and the authorial stance marker framework,this article conducts a hierarchical investigation of the authorial stance markers and their interpersonal meanings in the international students’ dissertations of three stages(undergraduate,master,and doctoral),in order to explore the stage characteristics of the authorial stance in the Chinese academic discourse.The study found that the development process of the authorial stance of foreign students in China manifested three stages of "initial-developmentoptimization".In the initial stage,learners mainly relied on dialogic contraction,denying the existence of other stances;in the development stage,dialogic contraction and dialogic expansion showed a balance,and learners increased their emphasis on discourse objectivity;the optimization stage continued the state of balance,learners paid more attention to the expression of their own voices.This is the result of the development of lexical competence and the enhancement of pragmatic awareness.In addition,the study also found that foreign students relatively lagged behind in the development of attitudinal stance markers and self-mention markers,their pragmatic awareness in this part needs to be strengthened.更多还原