發(fā)布時(shí)間：2018-08-29 15:06

【摘要】：已被廣泛認(rèn)為是學(xué)術(shù)語(yǔ)篇中必不可少的一部分,因?yàn)樗菍W(xué)術(shù)語(yǔ)篇文章內(nèi)容和結(jié)構(gòu)的重要窗口。目前,雖然有許多關(guān)于期刊論文及學(xué)生寫作中的語(yǔ)篇結(jié)構(gòu)及語(yǔ)言特征的研究,但是在這些研究學(xué)生寫作的研究中,對(duì)碩士論文摘要寫作的關(guān)注卻極少。詞塊在學(xué)術(shù)語(yǔ)言中普遍使用并且是流利的語(yǔ)言產(chǎn)出的重要成分,研究詞塊使用與語(yǔ)步的關(guān)系,有助于更好地理解碩士論文摘要的結(jié)構(gòu)和功能。本研究延續(xù)以往的研究,著重分析了碩士論文摘要中的語(yǔ)步結(jié)構(gòu)及各個(gè)語(yǔ)步中詞塊使用的特點(diǎn)。本研究有三個(gè)研究問(wèn)題:1.兩組摘要的語(yǔ)步結(jié)構(gòu)上的特征如何?有何異同?2.各個(gè)語(yǔ)步上的目標(biāo)詞塊的結(jié)構(gòu)特征如何?兩組摘要有何異同?3.各個(gè)語(yǔ)步上的目標(biāo)詞塊的功能特征如何?兩組摘要有何異同?本研究的兩組語(yǔ)料均由60篇2010至2015年的碩士論文英文摘要組成,其中中國(guó)作者的摘要來(lái)自中國(guó)知網(wǎng),英語(yǔ)母語(yǔ)作者摘要來(lái)自Proquest數(shù)據(jù)庫(kù)。我們比較分析了應(yīng)用語(yǔ)言學(xué)專業(yè)兩組語(yǔ)料的語(yǔ)步結(jié)構(gòu)及各個(gè)語(yǔ)步中四字詞塊的結(jié)構(gòu)和功能。我們首先基于Santos’(1996)的五語(yǔ)步模型分析了摘要的語(yǔ)步結(jié)構(gòu),然后利用antconc 3.4.4提取目標(biāo)詞塊,并基于Biber et al.’s(1999)的詞塊結(jié)構(gòu)分類及Hyland’s(2008b)的詞塊功能分類先后分析各個(gè)語(yǔ)步中詞塊使用的結(jié)構(gòu)特點(diǎn)和功能特點(diǎn)。本研究主要發(fā)現(xiàn)有:第一,語(yǔ)步結(jié)構(gòu)分析表明兩組摘要的語(yǔ)步結(jié)構(gòu)呈現(xiàn)出較大差異。98%中國(guó)作者寫的摘要中有語(yǔ)步一,而本族語(yǔ)作者的摘要中只有67%有語(yǔ)步一。這表明中國(guó)作者傾向于給讀者提供豐富的相關(guān)背景知識(shí),而本族語(yǔ)作者習(xí)慣于直奔主題。另外,中國(guó)作者和本族語(yǔ)作者都較少使用語(yǔ)步五,這表明兩組作者都缺乏為研究結(jié)果提供解釋的意識(shí)或能力。第二,目標(biāo)詞塊的結(jié)構(gòu)分析表明兩組作者都較多使用介詞詞塊和名詞詞塊,但在寫作過(guò)程中有不同的側(cè)重。同時(shí),都很少使用動(dòng)詞詞塊。第三,相關(guān)的功能發(fā)現(xiàn)表明兩組作者都較多使用研究導(dǎo)向型詞塊和文本導(dǎo)向型詞塊,然而很少使用參與者導(dǎo)向型詞塊。本研究有助于老師了解學(xué)生摘要寫作中語(yǔ)步結(jié)構(gòu)和詞塊使用的總體情況,從而引導(dǎo)學(xué)生增強(qiáng)規(guī)范摘要的寫作意識(shí)并滲透到實(shí)際教學(xué)中,促使學(xué)生寫出結(jié)構(gòu)完整、內(nèi)容恰當(dāng)?shù)膶W(xué)術(shù)摘要。也就是說(shuō),教師在教授學(xué)術(shù)寫作方面的課程時(shí),不僅僅要關(guān)注學(xué)生的語(yǔ)言表達(dá)的連貫性和流利度,還要普及寫作各個(gè)部分(如:摘要,引言等)的體裁知識(shí),讓學(xué)生在寫作中能言之有物、言之有綱。
[Abstract]:It has been widely regarded as an essential part of academic discourse because it is an important window to the content and structure of academic discourse. At present, although there are many researches on the discourse structure and language characteristics of journal papers and students' writing, there is little attention paid to the summary writing of master's thesis in these studies. Lexical chunks are widely used in academic languages and are an important component of fluent language production. The study of the relationship between lexical chunks use and the use of lexical chunks is helpful to better understand the structure and functions of the abstracts of Master's thesis. The present study continues previous studies and focuses on the analysis of the structure of step and the characteristics of lexical chunks in each step in the abstracts of Master's thesis. This study has three research questions: 1. What are the features of the two sets of abstracts? What are the similarities and differences? What are the structural characteristics of the target lexical chunks in each step? What are the similarities and differences between the two groups of abstracts? What are the functional features of the target lexical chunks in each step? What are the similarities and differences between the two sets of abstracts? The two groups of data are composed of 60 English abstracts from 2010 to 2015. The Chinese authors' abstracts are from China.net and the native English authors' abstracts are from the Proquest database. We compare and analyze the structure and function of the two groups of corpus of applied linguistics and the structure and function of four word chunks in each step. In this paper, we first analyze the step structure of the abstract based on Santos' 's (1996) five-step model, and then extract the target lexical chunks using antconc 3.4.4. Based on Biber et al.'s (1999) and Hyland's (2008 b), the structure and function of lexical chunks are analyzed. The main findings of this study are as follows: first, the analysis of step structure shows that there is a significant difference between the two groups of abstracts. 98% of the abstracts written by Chinese authors have a step 1, while only 67% of native abstracts have a step 1. This indicates that Chinese authors tend to provide readers with rich background knowledge, while native language writers tend to go straight to the topic. In addition, both Chinese authors and native language authors seldom use step 5, which indicates that both groups lack the consciousness or ability to explain the results of the study. Secondly, the structural analysis of the target lexical chunks shows that both groups use prepositional chunks and noun chunks, but they have different emphases in the process of writing. At the same time, verb chunks are rarely used. Thirdly, the related functional findings show that both groups use research-oriented lexical chunks and text-oriented lexical chunks, but rarely use participation-oriented lexical chunks. This study is helpful for teachers to understand the general situation of the use of step structure and lexical chunks in students' abstract writing, so as to guide students to enhance their writing consciousness of normative abstracts and infiltrate them into practical teaching, so as to promote students to write structural integrity. An appropriate academic abstract. In other words, when teaching academic writing courses, teachers should not only pay attention to the consistency and fluency of the students' language expression, but also popularize the genres of various parts of the writing (such as abstracts, prefaces, etc.). Let students in writing can speak of things, words have the outline.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H315;H15

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