發(fā)布時(shí)間：2023-12-04 18:49

　　隨著我國(guó)高等教育質(zhì)量和水平的提高,越來越多的外國(guó)留學(xué)生來華攻讀研究生學(xué)位。隨著留學(xué)人數(shù)日益增多,留學(xué)生的跨文化交際能力引起了外語界的高度關(guān)注。然而,以往研究主要從理論出發(fā),較少關(guān)注留學(xué)生的英語學(xué)術(shù)語篇建構(gòu)。本研究采用了個(gè)案研究的方法,對(duì)哈工大兩名博士留學(xué)生進(jìn)行了學(xué)術(shù)語篇建構(gòu)研究。通過課堂觀察、訪談和文獻(xiàn)研究,收集了定性研究的數(shù)據(jù),包括四篇學(xué)術(shù)演講、十篇學(xué)術(shù)論文、兩次訪談?dòng)涗浖皟煞輦�(gè)人報(bào)告。并以Hyland的元語篇和主題分析法為框架分析數(shù)據(jù),探討留學(xué)生的英語學(xué)術(shù)語篇建構(gòu)。研究表明:1)留學(xué)生高度重視英語學(xué)術(shù)語篇的建構(gòu),認(rèn)為英語學(xué)術(shù)語篇建構(gòu)與其研究領(lǐng)域和跨文化學(xué)術(shù)交流密切相關(guān),留學(xué)生認(rèn)為英語學(xué)術(shù)語篇建構(gòu)是一種挑戰(zhàn),更是一種社會(huì)實(shí)踐活動(dòng),并有利于綜合寫作能力的培養(yǎng);2)英語學(xué)術(shù)語篇構(gòu)建是一個(gè)復(fù)雜的過程,留學(xué)生無論在學(xué)術(shù)演講還是科技論文寫作中,均需要言之有物、言之有序、言之傳神,在英語學(xué)術(shù)語篇建構(gòu)的過程中都需要采取寫作策略,如撰寫提綱、使用元語篇、教師反饋等策略來組織思想、結(jié)盟聽眾;3)本研究還探究了影響留學(xué)生英語學(xué)術(shù)語篇建構(gòu)的可能因素,如社會(huì)文化因素、動(dòng)機(jī)因素、跨文化身份認(rèn)同因素,以提高留學(xué)...

【文章頁(yè)數(shù)】：86 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Background to the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Organization of the Thesis
    1.5 Key Terms Used in the Thesis
Chapter Two Literature Review
    2.1 Intercultural Communicative Competence
        2.1.1 Notions and Components of Intercultural Communicative Competence
        2.1.2 Byram's Model of Intercultural Communicative Competence
    2.2 Intercultural Dialogue Model (ID Model)
    2.3 Intercultural Rhetoric
    2.4 Metadiscourse
        2.4.1 The Conception of Metadiscourse
        2.4.2 Three Key Principles of Metadiscourse
        2.4.3 A Model of Metadiscourse in Academic Discourse
    2.5 Gap Identified in the Current Literature
Chapter Three Research Methodology
    3.1 Research Design
    3.2 Research Questions
    3.3 Participants
    3.4 Research Instruments
    3.5 Data Collection Procedures
    3.6 Data Analysis
Chapter Four Results and Discussion
    4.1 Different Perceptions on English Academic Discourse Construction
        4.1.1 English Academic Discourse Construction Viewed as a Big Challenge to International Students
        4.1.2 English Academic Discourse Construction Perceived as Beneficial to Cultivate Integrated Writing Skills
        4.1.3 English Academic Discourse Construction Seen as a Social Practice
    4.2 Strategies Used in English Academic Discourse Construction
        4.2.1 Preparing with an Outline
        4.2.2 Preparing with Brainstorming
        4.2.3 Writing with a Framework of Reference
        4.2.4 Writing with Metadiscourse Markers
        4.2.5 Asking a Native English Speaker for Proofreading
        4.2.6 Asking a Teacher for Feedback
    4.3 Factors Affecting the English Academic Discourse Construction of International Students
        4.3.1 Sociocultural Factor
        4.3.2 Motivation
        4.3.3 Cultural Identity
Chapter Five Conclusions and Implications
    5.1 Major Findings of the Study
    5.2 Implications of the Study
    5.3 Limitations of the Study
    5.4 Recommendations for the Future Research
References
Appendix
Acknowledgements
Paper Published during Study



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