【摘要】：隨著互聯(lián)網(wǎng)技術(shù)的發(fā)展,網(wǎng)絡(luò)課程日益受人歡迎并促進(jìn)了網(wǎng)絡(luò)教育的產(chǎn)生和發(fā)展。網(wǎng)絡(luò)教育最早興起于六十年代的美國(guó),中國(guó)的網(wǎng)絡(luò)教育起步于九十年代。與傳統(tǒng)教育比較,網(wǎng)絡(luò)教育不僅為學(xué)生提供了更為豐富的學(xué)習(xí)資源,而且能夠克服時(shí)間和地域的障礙,為學(xué)習(xí)者提供了平等享用教育資源的機(jī)會(huì)。由于網(wǎng)絡(luò)課程種類繁多,課程簡(jiǎn)介成了學(xué)生了解和選擇課程的依據(jù)。課程簡(jiǎn)介到底應(yīng)該包些內(nèi)容才能讓學(xué)生充分的了解和認(rèn)識(shí)課程,為此本文對(duì)這類語篇進(jìn)行了體裁分析,旨在探討其具體的體裁結(jié)構(gòu)和交際目的。本研究以Swales(1990),Bhatia(1993)和Hasan(1985)的體裁分析模式為理論框架,并結(jié)合Halliday的系統(tǒng)功能語言學(xué)中人際功能的相關(guān)理論,主要探討以下幾個(gè)研究問題:(1)課程描述的交際目的是什么?(2)課程描述這類體裁的語步結(jié)構(gòu)是什么?(3)課程描述的語類結(jié)構(gòu)潛勢(shì)是什么?(4)課程描述這類體裁的語言特點(diǎn)是什么?本研究從網(wǎng)絡(luò)上收集了60篇英文課程簡(jiǎn)介,采用定量與定性相結(jié)合的方法,從交際目的、語步結(jié)構(gòu)特征、語言特征等方面對(duì)課程簡(jiǎn)介進(jìn)行較為深入的分析。研究結(jié)果表明:第一,網(wǎng)絡(luò)課程簡(jiǎn)介的交際目的主要包括三個(gè)方面:提供課程信息,吸引讀者的注意和引起讀者的興趣。其中最基本的交際目的就是通過介紹課程內(nèi)容向讀者提供課程的相關(guān)信息,通過展示課程的優(yōu)勢(shì)來吸引讀者的注意并引起他們的興趣,從而達(dá)到勸說讀者選課的目的。第二,網(wǎng)絡(luò)課程簡(jiǎn)介作為一種體裁具有完整的語步結(jié)構(gòu),主要由10個(gè)語步構(gòu)成:引起興趣,背景介紹,課程內(nèi)容描述,課程要求,課程設(shè)計(jì),課程評(píng)價(jià),預(yù)期結(jié)果,附加信息,授課人,常見問題。課程描述中的10個(gè)語步出現(xiàn)順序和頻率不盡相同,其中課程內(nèi)容描述為主要語步,出現(xiàn)比率是100%。為此本研究概括出了一個(gè)語類結(jié)構(gòu)潛勢(shì):[(IA)∧(BI)]∧[CI∧(CR*)·(CD*)·(DO*)·(CA*)·(IC*)·(AI*)]∧(FAQ)。第三,網(wǎng)絡(luò)課程簡(jiǎn)介的語言特征主要體現(xiàn)在人際意義中的語氣和情態(tài)兩個(gè)系統(tǒng)上。語氣方面主要使用陳述語氣介紹課程,陳述語氣可以給讀者提供客觀準(zhǔn)確的課程信息。此外課程設(shè)計(jì)者偶爾使用疑問語氣和祈使語氣來拉近讀者與課程設(shè)計(jì)者之間的距離;情態(tài)系統(tǒng)方面多使用表示可能性的情態(tài)動(dòng)詞“can”,“may”和“will”,其中中度情態(tài)動(dòng)詞“will”使用頻率最高,達(dá)到60%�！癢ill”的使用可以使語言表達(dá)不專斷但又使讀者易于接受。本研究結(jié)果可以為教師專業(yè)有效的開發(fā)網(wǎng)絡(luò)課程有一些啟示,同樣也為一些潛在的學(xué)習(xí)者有效的選擇他們的網(wǎng)絡(luò)課程提供支持性的建議。
[Abstract]:With the development of Internet technology, network courses are increasingly popular and promote the emergence and development of network education. Network education originated in America in 1960 s, and it started in 1990 s in China. Compared with traditional education, online education not only provides students with more abundant learning resources, but also overcomes the obstacles of time and region, and provides learners with equal opportunities to enjoy educational resources. Because of the wide variety of online courses, the course profile has become the basis for students to understand and choose courses. In order to make students fully understand and understand the curriculum, this paper makes a genre analysis of this kind of discourse in order to explore its specific genre structure and communicative purpose. This study is based on the genre analysis models of Swales (1990), Bhatia (1993) and Hasan (1985), and combines the relevant theories of interpersonal function in Halliday's systemic functional linguistics. This paper mainly discusses the following research questions: (1) what is the communicative purpose of the curriculum description? (2) what is the step structure of this genre? (3) what is the potential of the class structure of the course description? (4) What are the language features of this genre? In this study, 60 English course profiles were collected from the Internet. By means of the combination of quantitative and qualitative methods, the course profiles were analyzed from the aspects of communicative purpose, step structure, language characteristics and so on. The results show that: first, the communicative purpose of the online course profile mainly includes three aspects: providing course information, attracting readers' attention and arousing readers' interest. The most basic communicative purpose is to provide the readers with the relevant information by introducing the contents of the courses, and to attract the attention and interest of the readers by showing the advantages of the courses, so as to persuade the readers to choose the courses. Secondly, as a genre, Web-based course profile is composed of 10 steps: interest, background, content description, curriculum requirements, curriculum design, curriculum evaluation, expected results, additional information. Instructor, frequently asked questions. The sequence and frequency of the 10 steps in the course description are different, among which the curriculum content is described as the main step, and the occurrence rate is 100%. In this study, we generalize the potential of a class structure: [(IA) (BI)] CI [CI (CR*) (CD*) (DO*) (CA*) (IC*) (AI*)] (FAQ). Thirdly, the language features of the online course are mainly embodied in the two systems of mood and modality in interpersonal meaning. In the aspect of mood, declarative tone is mainly used to introduce the course, which can provide the reader with objective and accurate course information. In addition, curriculum designers occasionally use interrogative tone and imperative tone to narrow the distance between readers and curriculum designers. In modal system, the modal verbs "can", "may" and "will", which indicate possibility, are often used, among which the modal verb "will" is the most frequently used. The use of "Will" can make language not arbitrary but also acceptable to the reader. The results of this study can provide some enlightenments for teachers' professional development of online courses, as well as support suggestions for some potential learners to choose their online courses effectively.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G434

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