本文選題：引用 + 學(xué)術(shù)寫作��； 參考：《上海外國(guó)語(yǔ)大學(xué)》2017年碩士論文

【摘要】：文獻(xiàn)引用時(shí)下備受關(guān)注。作為學(xué)術(shù)論文寫作最重要的特征之一,文獻(xiàn)引用能反映作者對(duì)所處領(lǐng)域的認(rèn)知程度。即便如此,關(guān)于中國(guó)外語(yǔ)學(xué)習(xí)者的引用實(shí)踐研究屈指可數(shù)。本研究沿用胡、王(2014)二人的引用分析框架,從引用密度、引用類型、互文策略、作者立場(chǎng)四個(gè)維度對(duì)比分析了學(xué)生和專家英語(yǔ)學(xué)術(shù)論文中的引用情況。研究分析了應(yīng)用語(yǔ)言學(xué)方向21篇知網(wǎng)優(yōu)秀碩士論文和42篇中國(guó)學(xué)者發(fā)表的期刊論文,并采訪了8位學(xué)業(yè)有成的研究生三年級(jí)學(xué)生和2位研究生導(dǎo)師。研究發(fā)現(xiàn):1)學(xué)生和專家文章引用總體分布大致相同。學(xué)生和專家在文章引言和文獻(xiàn)綜述處引用多,其余部分引用較少。學(xué)生和專家均大量使用“支持”和“中立”型引用,少有“疏離”和“反對(duì)”型引用。學(xué)生和專家文章中間接引用遠(yuǎn)遠(yuǎn)多于直接引用。其中原因主要是學(xué)術(shù)寫作的程式性以及學(xué)生有能力且愿意遵循學(xué)術(shù)寫作的基本慣例。2)學(xué)生和專家文獻(xiàn)引用的不同之處有:學(xué)生論文中的引用總量顯著低于專家,而且專家在論文各個(gè)部分的引用密度均高于學(xué)生,方法論部分尤甚;相較而言,學(xué)生文中“中立”型引用多、“支持”型引用少;學(xué)生偏好直接引用,專家更多結(jié)合使用直接、間接引用;學(xué)生偏好融入式引用,專家多用非融入式引用。研究以為學(xué)生和專家對(duì)一些引用類型看法不同,寫作水平不一是導(dǎo)致二者文獻(xiàn)引用差異的兩大主要原因。本研究有助于二語(yǔ)學(xué)習(xí)者認(rèn)識(shí)到并彌補(bǔ)自己在引用上與專家之間存在的差異,并啟發(fā)學(xué)術(shù)寫作教學(xué)。
[Abstract]:Literature citations have attracted much attention at the present time. As one of the most important features of the writing of academic papers, the citation of literature can reflect the cognitive degree of the author's field. Even so, there are only a few citation studies on Chinese foreign language learners. Using the citation analysis framework of Hu and Wang (2014), this study contrasts and analyzes the citations in English academic papers of students and experts from four dimensions: citation density, citation type, intertextuality, and the author's position. In this study, 21 excellent master's papers and 42 periodical papers published by Chinese scholars in applied linguistics were analyzed, and 8 successful graduate students and 2 graduate tutors were interviewed. The study found that: 1) the overall distribution of citations in student and expert articles is roughly the same. Students and experts quote more in the introduction and literature review, and less in the rest. Both students and experts use "support" and "neutral" references, and few "alienation" and "opposition" references. There are far more indirect references in student and expert articles than direct citations. The main reasons are the formality of academic writing and the ability and willingness of students to follow the basic practice of academic writing. 2) the differences between student and expert literature citations are: the total number of citations in student papers is significantly lower than that of experts. Moreover, the citation density of the experts in each part of the paper is higher than that of the students, especially in the methodology part; in comparison, the students' references of "neutral" type and "support" type are more than those of the students; the students prefer direct references, and the experts use more direct references. Indirect citations; students prefer inclusion references, experts use non-inclusive references. The study suggests that students and experts have different views on some citation types, and different writing skills are the two main reasons leading to the difference in citation between them. This study is helpful for L2 learners to recognize and make up for the differences between their citations and experts, and to enlighten the teaching of academic writing.
【學(xué)位授予單位】：上海外國(guó)語(yǔ)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H05

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