【摘要】：隨著英語話語的快速擴(kuò)張發(fā)展,英語學(xué)術(shù)語篇變得尤為重要。學(xué)術(shù)論文是學(xué)術(shù)語篇的一種重要形式。如今,大多數(shù)發(fā)表的學(xué)術(shù)論文都是用英文寫的,同時(shí),由于在世界著名學(xué)術(shù)期刊上發(fā)表英語學(xué)術(shù)論文能幫助研究人員分享研究成果,顯示個(gè)人創(chuàng)造力。此外,學(xué)術(shù)寫作包含與讀者的互動(dòng),這已成為人們的共識(shí)。因此,研究人員都想提高學(xué)術(shù)寫作水平以及知道如何在英文學(xué)術(shù)論文中更好的和讀者交流。至今為止,對(duì)學(xué)術(shù)論文結(jié)構(gòu)和語步的研究已經(jīng)得到很多關(guān)注。學(xué)術(shù)討論部分幫助作者評(píng)價(jià)和闡釋了與論文研究問題相關(guān)的數(shù)據(jù),因此是學(xué)術(shù)論文的重要組成部分。但是,對(duì)學(xué)術(shù)論文討論部分的研究卻鮮有研究者涉及。鑒于此,本文以系統(tǒng)功能語法和評(píng)價(jià)理論為理論指導(dǎo),試圖研究蘊(yùn)藏在英語學(xué)術(shù)論文討論部分中的人際意義,并探討人際意義的實(shí)現(xiàn)手段的主要使用特征。本文依據(jù)Hallida y提出的人際意義理論和Martin及其同事根據(jù)人際意義理論發(fā)展而來的評(píng)價(jià)理論,對(duì)來自6份著名學(xué)術(shù)期刊的6 0篇有關(guān)語言學(xué)、醫(yī)學(xué)和化學(xué)三個(gè)學(xué)科的學(xué)術(shù)論文討論部分進(jìn)行人際意義分析。本文以這6 0篇學(xué)術(shù)論文的討論部分為研究語料,從語氣、情態(tài)、人稱和評(píng)價(jià)系統(tǒng)對(duì)語料進(jìn)行定量和定性分析,揭示這三個(gè)學(xué)科論文討論部分作為人際意義實(shí)現(xiàn)手段的語氣類型、核心情態(tài)動(dòng)詞、情態(tài)附加語、人稱代詞、態(tài)度、介入和級(jí)差資源的總體使用特征。研究結(jié)果顯示:介入和級(jí)差資源是這三個(gè)學(xué)科英文論文討論部分使用最頻繁的用于實(shí)現(xiàn)人際意義的資源,兩者在每個(gè)學(xué)科的語料中所占的比重均超過2 0‰。該研究同時(shí)表明情態(tài)附加語和人稱系統(tǒng)是這三個(gè)學(xué)科英文論文討論部分使用最不頻繁的用于實(shí)現(xiàn)人際意義的手段,兩者在每個(gè)學(xué)科的語料中所占的比重均不超過8.5‰。雖然本研究存在不少不足之處,如語料庫的數(shù)量和對(duì)實(shí)現(xiàn)人際意義手段的確認(rèn)等,但本研究可以為國內(nèi)外語言學(xué)、醫(yī)學(xué)和化學(xué)研究者就如何實(shí)現(xiàn)英文論文討論部分的人際意義提供啟示。除此之外,本研究還有利于教師開展學(xué)術(shù)寫作教學(xué),幫助學(xué)生更好的了解學(xué)術(shù)寫作和提高他們的寫作水平。
[Abstract]:With the rapid development of English discourse, English academic discourse becomes more and more important. Academic papers are an important form of academic discourse. Nowadays, most of the published academic papers are written in English. At the same time, publishing English academic papers in world-famous journals can help researchers share their research results and show their personal creativity. In addition, academic writing involves interaction with readers, which has become a consensus. Therefore, researchers want to improve academic writing and know how to better communicate with readers in English academic papers. Up to now, much attention has been paid to the structure of academic papers and the research of Scolar step. The part of academic discussion helps the author to evaluate and interpret the data related to the research of papers, so it is an important part of academic papers. However, there are few researches on the discussion of academic papers. In view of this, this paper, guided by systemic functional grammar and evaluation theory, attempts to study the interpersonal meaning contained in the discussion part of English academic papers, and to explore the main features of the means of realizing interpersonal meaning. Based on the interpersonal meaning theory put forward by Hallida y and the evaluation theory developed by Martin and his colleagues according to the interpersonal meaning theory, this paper deals with 60 articles of linguistics from six famous academic journals. The discussion part of the three subjects of medicine and chemistry carries on interpersonal meaning analysis. Based on the discussion part of the 60 academic papers, this paper makes quantitative and qualitative analysis of the corpus from mood, modality, person and evaluation system. This paper reveals the general characteristics of mood types, core modal verbs, modal adjuncts, personal pronouns, attitude, intervention and differential resources as the means of interpersonal meaning realization in the discussion part of the three subjects. The results show that intervention and differential resources are the most frequently used resources to realize interpersonal meaning in the English discourse of these three subjects. Both of them account for more than 20 鈥，

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