本文選題：學(xué)術(shù)論文引言 + 介入資源　； 參考：《湖南科技大學(xué)》2017年碩士論文

【摘要】：學(xué)術(shù)論文引言是學(xué)術(shù)研究語(yǔ)篇的重要組成部分。學(xué)習(xí)者通過(guò)閱讀引言能夠短時(shí)間內(nèi)洞悉論文的主要內(nèi)容并決定是否繼續(xù)閱讀。這不僅提高了讀者的閱讀效率,而且對(duì)作者如何吸引讀者閱讀提出了挑戰(zhàn)。介入系統(tǒng)作為評(píng)價(jià)理論的子系統(tǒng),關(guān)注態(tài)度的來(lái)源,為研究學(xué)術(shù)論文引言中作者如何建立與讀者的聯(lián)盟提供了新的視角。本文以Martin的評(píng)價(jià)理論的介入系統(tǒng)以及Swales的CARS模型為基礎(chǔ),以在中國(guó)知網(wǎng)和國(guó)外知名網(wǎng)站http://www.sciencedirect.com上近五年的200篇語(yǔ)言研究類學(xué)術(shù)論文引言為研究語(yǔ)料,通過(guò)使用UAM Corpus Tool數(shù)據(jù)庫(kù)分析軟件,通過(guò)對(duì)語(yǔ)料中的介入資源采取人工標(biāo)注的方法,分析與研究介入資源的分布特征以及語(yǔ)義特征,擬解決的三個(gè)問(wèn)題如下:1.中英文引言中的介入資源的異同點(diǎn)是什么?2.中英文引言作者是如何建立讀者聯(lián)盟的?3.中英文引言中介入資源的使用為什么會(huì)有所差別?本研究結(jié)果表明:1.中英文引言中的介入資源在種類、數(shù)量分配和形式變化方面有相同點(diǎn)卻各有側(cè)重。中文引言中介入資源的種類相對(duì)較少,平均數(shù)量少,語(yǔ)言形式變化少。英文引言中介入資源的種類豐富,平均數(shù)量多,語(yǔ)言形式復(fù)雜多變。2.中英文引言的作者通過(guò)有策略地使用介入資源協(xié)調(diào)不同聲音來(lái)源的態(tài)度和立場(chǎng),從而說(shuō)服讀者,達(dá)到其寫(xiě)作目的,建立作者-讀者聯(lián)盟。主要策略有:在需要解釋專業(yè)術(shù)語(yǔ),陳述與研究相關(guān)的背景知識(shí)時(shí),通過(guò)使用一些自言資源,統(tǒng)一不同聲音和立場(chǎng);在介紹或引用前人研究成果或表明作者個(gè)人態(tài)度和立場(chǎng)時(shí),通過(guò)大量使用擴(kuò)展資源,擴(kuò)大對(duì)話空間,容納不同的的立場(chǎng)和態(tài)度,減少作者的話語(yǔ)責(zé)任,建立和諧的人際關(guān)系;為了區(qū)別于前人的研究成果,突出研究的創(chuàng)新點(diǎn),通過(guò)使用少量的收縮資源,縮小對(duì)話空間,排斥不同的立場(chǎng)和觀點(diǎn),建立研究領(lǐng)域。3.介入資源的使用受到多方面因素的影響,包括作者所遵循的學(xué)術(shù)標(biāo)準(zhǔn)、思維方式、所處的文化背景和社會(huì)環(huán)境等。在分析引言中介入資源的分布特征和語(yǔ)義特征的基礎(chǔ)上,本文對(duì)一些模糊的介入資源進(jìn)行了界定和區(qū)分,細(xì)化了介入資源的研究,有利于介入系統(tǒng)的進(jìn)一步研究。另外,本文探究了中英文引言中介入資源使用差異的原因,豐富了學(xué)術(shù)論文語(yǔ)篇的研究維度,有利于提高中英文學(xué)術(shù)論文寫(xiě)作的意識(shí)。
[Abstract]:The introduction of academic papers is an important part of academic discourse. By reading the introduction, learners can gain insight into the main contents of the paper and decide whether to continue reading or not. This not only improves the reader's reading efficiency, but also challenges the author how to attract the reader. As a subsystem of evaluation theory, intervention system pays close attention to the source of attitude, which provides a new perspective for the study of how to establish an alliance with readers in the introduction of academic papers. Based on the intervention system of Martin's evaluation theory and Swales' cars model, this paper takes the introduction of 200 academic papers on http://www.sciencedirect.com, a well-known website in China and other countries, as the research corpus in the past five years. Through the use of UAM Corpus tool database analysis software, this paper analyzes and studies the distribution and semantic characteristics of intervention resources by manually tagging the intervening resources in the corpus. The three problems to be solved are as follows: 1. What are the similarities and differences of the intervention resources in the introduction of English and Chinese? How does the author of the introduction in English and Chinese form a reader's union? Why is there any difference in the use of interventional resources in the introduction to English and Chinese? The results of this study show that: 1. The intervention resources in English and Chinese preface are similar in category, quantity distribution and form change. The types of resources involved in Chinese preface are relatively small, the average quantity is less, and the language form changes less. In the English preface, there are abundant kinds of interventional resources, the average quantity is large, and the language forms are complex and changeable. The author of the foreword in both Chinese and English uses the intervening resources to coordinate the attitude and position of different sound sources so as to persuade the readers to achieve their writing purpose and to establish the Writer-Reader Alliance. The main strategies include: unifying different voices and positions through the use of self-speaking resources when explaining technical terms, presenting background knowledge relevant to the research; introducing or quoting previous research results or indicating the author's personal attitudes and positions. Through the extensive use of resources, the expansion of dialogue space, the acceptance of different positions and attitudes, the reduction of the author's discourse responsibility, the establishment of harmonious interpersonal relationships, in order to distinguish from previous research results, highlight the innovation of the research. By using a small amount of shrinking resources, reducing the dialogue space and excluding different positions and viewpoints, the research field. 3. 3. The use of interventional resources is influenced by various factors, including the academic standards followed by the author, the mode of thinking, the cultural background and the social environment. Based on the analysis of the distribution and semantic characteristics of the intervention resources in the introduction, this paper defines and distinguishes some fuzzy intervention resources, and further studies the intervention resources, which is beneficial to the further study of the intervention system. In addition, this paper explores the reasons for the differences in the use of resources in the preface of Chinese and English, which enriches the research dimension of academic papers and helps to improve the consciousness of writing academic papers in both Chinese and English.
【學(xué)位授予單位】：湖南科技大學(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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本文編號(hào)：2012809