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本研究基于系统功能语法的评价性形容词研究框架,使用语料库方法,探究中国英语学习者硕士学位论文语篇中评价性形容词的使用特征与语篇评价意义的规律性特征。借助语料库复杂检索,本研究首先制定评价性形容词词表,并在此基础上发现:中国英语学习者对评价性形容词使用匮乏,对程度、义务、意愿、能力、难易度和近似性子范畴的形容词使用异常;与英语本族语者的评价性形容词的使用差异表明,中国英语学习者学术语篇的评价意义欠缺责任立场与试探性立场,主观人际投入较大,而语篇主体间性和研究者学术身份的建构不足。该研究揭示了中国英语学习者作为二语学术写作新手在评价性资源使用上与英语本族语者的系统性差异,为二语学术写作教学提供了一些启示。
Based on the research framework of evaluation adjectives of systematic functional grammar, this study uses the corpus method to explore the use characteristics of evaluative adjectives and the regularity of discourse evaluation significance in the discourse of Chinese English learners’ master’s degree thesis. Based on the complex corpus retrieval, this study first develops a vocabularies of evaluative adjectives. Based on this, it finds that Chinese EFL learners are deficient in the use of evaluative adjectives, and their degrees, obligations, willingness, ability, difficulty and approximate sub-categories The differences in the use of adjectives between Chinese and English native speakers show that the evaluation of academic discourse of Chinese EFL learners lacks a responsible position and a tentative position, with a greater subjective interpersonal involvement, while the intersubjectivity of the discourse and Researchers lack of academic identity construction. The study reveals the systematic differences between Chinese EFL learners as second language academic writers and English native speakers in evaluating the use of resources, which provides some inspiration for second language academic writing teaching.