基于语料库语言学的学术语篇探究——选题特点与研究方法
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摘要
基于语料库语言学,以语言学及应用语言学领域的国际性学术期刊Applied Linguistics(APL),English for Specific Purposes(ESP),TESOL Quarterly(TESOL)2005—2009年间刊登的427篇学术论文题目,以及272篇研究性论文的"研究方法"和"摘要"语段作为研究样本,重点探究题目的语言结构型式和研究方法类型。研究表明:该学科类学术语篇的选题(题目)倾向于使用短语型结构型式,研究方法呈复合型研究范式选择趋势。
With 427 titles and 272 "method"/ "abstract"sections of academic papers in international journals( Applied Linguistics,English for Specific Purposes,TESOL Quarterly) from 2005 to 2009,this paper makes a substantial study of the structural characteristics of these titles and types of research methods by building different corpus of research titles,research methods and abstracts. The study has found that the phrase type structures in titles are widely used and a trend of composite research paradigm is showed in most of these academic papers.
With 427 titles and 272 "method"/ "abstract"sections of academic papers in international journals( Applied Linguistics,English for Specific Purposes,TESOL Quarterly) from 2005 to 2009,this paper makes a substantial study of the structural characteristics of these titles and types of research methods by building different corpus of research titles,research methods and abstracts. The study has found that the phrase type structures in titles are widely used and a trend of composite research paradigm is showed in most of these academic papers.
引文
[1]陈晋秋.小型应用语言学学术语篇语料库的建设与应用[J].教育文化论坛,2012(6):24-27.
[2]Swales J M.Genre Analysis:English in Academic and Research Settings[M].Cambridge,UK:Cambridge University Press,1990.
[3]Cade B.“Lego my keego!”:An Analysis of Language Play in a Beginning Japanese as a Foreign Language Classroom[J].Applied Linguistics,2008,30(1):49-69.
[4]Akihiro I.The Interpretation of Japanese Word Order Patterns by Adult English-speaking Learners of Japanese as a Second Language[J].Applied Linguistics,2007,28(3):466-473.
[5]Graham L,Almut K.Metaphor Use in Three UK University Lectures,[J].Applied Linguistics,2008,29(3):428-455.
[6]Thomas S C F,Serena T K K.Language Policy,Language Teachers’Beliefs,and Classroom Practices[J].Applied Linguistics,2007,29(3):381-403.
[7]Rosemary E.Elicited Imitation as a Measure of L2 Implicit Knowledge:An Empirical Validation Study[J].Applied Linguistics,2006,27(3):464-491.
[8]Steven J R.The Impact of Assessment Method on Foreign Language Proficiency Growth[J].Applied Linguistics,2005,26(3):317-342.
[9]Kata C R,Judit K.Modelling the Role of Inter-Cultural Contact in the Motivation of Learning English as a Foreign Language[J].Applied Linguistics,2008,30(2):166-185.
[10]Schenkein J K.Studies in the Organization of Conversational Interaction[M].New York:Academic Press,1978:132-145.
[11]Zairclough N.Critical Discourse Analysis:the critical study of language[M].London&New York:Longman,1995a.
[12]Viviana S.Writing titles in science:An exploratory study[J].English for Specific Purposes,2007,26:90-102.
[13]Elizabeth R J,Shirley C T.Genre awareness and rhetorical appropriacy:Manipulation of information structure by NS and NNS scientists in the international conference setting[J].English for Specific Purposes,2005,24:41-64.
[14]Maggie C.Argument or evidence?Disciplinary variation in the use of the Noun that pattern in stance construction[J].English for Specific Purposes,2007,26:203-218.
[15]Budsaba K.Rhetorical structure of biochemistry research articles[J].English for Specific Purposes,2005,24:269-292.
[16]Joseph J L.Size matters:an exploratory comparison of smalland large-class university lecture introductions[J].English for Specific Purposes,2009,28:42-57.
[17]Eliana H.Research article introductions in English for specific purposes:A comparison between Brazilian Portuguese and English[J].English for Specific Purposes,2009,28:240-250.
[18]Catherine N,Marinel G,Frank van M.Raising student awareness of the use of English for specific business purposes in the European context:A staff-student project[J].English for Specific Purposes,2005,24:333-345.
[19]Leonora J,Wilhelm M,Jean P.A study of the writing tasks and reading assigned to undergraduate science students at a South African University[J].English for Specific Purposes,2006,25:260-281.
[20]Randal H,Bussabamintra C.The learner as needs analyst:The use of participatory appraisal in the EAP reading classroom[J].English for Specific Purposes,2006,25:403-419.
[21]Taina V.How does a sales team reach goals in intercultural business negotiations?A case study[J].English for Specific Purposes,2005,24:65-92.
[22]Given L.Speaking up:Six Korean students’oral participation in class discussions in US graduate seminars[J].English for Specific Purposes,2009,28:142-156.
[23]Hyland K.Metadiscourse,exploring interaction in writing[M].London:Continuum.,2005.
[24]Astrid J.Discourse strategies in professional e-mail negotiation:a case study J].English for Specific Purposes,2009(28):4-18.
[25]Bhatia V K.Analyzing Genre:Language Use in Professional Settings[M].London:Longman,1993.
[26]Paltridge B.Genre analysis and the identification of textual boundaries[M].Applied Linguistics,1994,15(3):288-299.
[27]Berkenkotter C.Genre systems at work:DSM-IV and rhetorical recontextualization in psychotherapy paperwork[J].Written Communication,2001,18(3):326-349.
[28]Bhatia V.Worlds of written discourse:A genre-based view[M].London:Continuum,2004.
[29]Connor U.Contrastive Rhetoric:Cross-Cultural Aspects of Second-Language Writing[M].New York:Cambridge University Press,1996.
[30]Geeraerts D.Theories of Lexical Semantics[M].New York:Oxford University Press,2010.
[31]Ming CH Y.Teaching and Learning Sociolinguistic Skills in University EFL Classes in Taiwan[J].Tesol Quarterly,2008(1):31-53.
[32]Lisa T.Wrestling With Race:The Implications of Integrative Antiracism Education for Immigrant ESL Youth[J].Tesol Quarterly,2006(3):520-544.
[33]Martyn C,David H.Policy,Cultural,and Ideological Influences on the Career Paths of Teachers of English in French Higher Education[J].Tesol Quarterly,2007(3):625-634.
[34]Khadar B A.Language Learning and the Definition of One’s Social,Cultural,and Racial Identity[J].Tesol Quarterly,2006(3):628-639.
[35]Yuko G B.Elementary School Students’Foreign Language Performance?A Case Study from South Korea[J].Tesol Quarterly,2009(3):418-444.
[36]Muhammad K K.English Language Teachers Reflecting on Reflections:A Malaysian Experience[J].Tesol Quarterly,2007(4):681-705.
[37]Elizabeth G,Pavel T,MICHAEL M.Learners’Ethnic Group Affiliation and L2 Pronunciation Accuracy:A Sociolinguistic Investigation[J].Tesol Quarterly,2005(3):489-511.
[38]Jennifer J.Implementing an International Approach to English Pronunciation:The Role of Teacher Attitudes and Identity[J].Tesol Quarterly,2005(3):535-543.
[39]Joy J.Preparing Teachers of Second Language Reading[J].Tesol Quarterly,2007(4):707-729.
[40]Hideki S.Effect of Repetition of Exposure and Proficiency Level in L2 Listening Tests[J].Tesol Quarterly,2009(2):360-371.
[41]Younghee S.The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners’Acquisition of Articles[J].Tesol Quarterly,2007(2):255-283.
[42]Siok H L,James M.From Receptive to Productive:Improving ESL Learners’Use of Vocabulary in a Postreading Composition Task[J].Tesol Quarterly,2005(3):295-320.
[43]John F.Bricks or Mortar:Which Parts of the Input Does a Second Language Listener Rely on?[J].Tesol Quarterly,2008(3):412-432.
[44]Margaret R H.Becoming a Student:Identity Work and Academic Literacies in Early Schooling[J].Tesol Quarterly,2005(1):59-82.
[45]Huamei H.Institutionalized Inclusion:A Case Study on Support for Immigrants in English Learning[J].Tesol Quarterly,2009(4):643-668.
[46]Scott A C,Erry G,Danielle S M.Assessing Text Readability Using Cognitively Based Indices[J].Tesol Quarterly,2008(3):475-493.
[47]Stake R.Evaluating the arts in education[M].Columbus,OH:Charles E.Merrill.,1975.
[48]Vygotsky L S.Mind in society:The development of higher psychological processes[M].Cambridge:Harvard University Press,1978.
[49]Connelly F M,Clandinin D J,Narrative inquiry J L,et al.Elmore Complementary methods for research in education[M].3rd ed.Mahwah,NJ:Erlbaum,2006:375-385.
[50]Schegloff E,Koshik I,Jacoby S,et al.Conversation analysis and applied linguistics[J].Annual Review of Applied Linguistics,2002(22):3-31.
①参见Applied Linguistics,Oxford University Press,2005—2009年,第26~30卷。
②参见English for Specific Purpose,Elsevier Ltd.,2005—2009年,第24~28卷。
③参见TESOL Quarterly,Wiley,2005—2009年,第39~43卷。
[2]Swales J M.Genre Analysis:English in Academic and Research Settings[M].Cambridge,UK:Cambridge University Press,1990.
[3]Cade B.“Lego my keego!”:An Analysis of Language Play in a Beginning Japanese as a Foreign Language Classroom[J].Applied Linguistics,2008,30(1):49-69.
[4]Akihiro I.The Interpretation of Japanese Word Order Patterns by Adult English-speaking Learners of Japanese as a Second Language[J].Applied Linguistics,2007,28(3):466-473.
[5]Graham L,Almut K.Metaphor Use in Three UK University Lectures,[J].Applied Linguistics,2008,29(3):428-455.
[6]Thomas S C F,Serena T K K.Language Policy,Language Teachers’Beliefs,and Classroom Practices[J].Applied Linguistics,2007,29(3):381-403.
[7]Rosemary E.Elicited Imitation as a Measure of L2 Implicit Knowledge:An Empirical Validation Study[J].Applied Linguistics,2006,27(3):464-491.
[8]Steven J R.The Impact of Assessment Method on Foreign Language Proficiency Growth[J].Applied Linguistics,2005,26(3):317-342.
[9]Kata C R,Judit K.Modelling the Role of Inter-Cultural Contact in the Motivation of Learning English as a Foreign Language[J].Applied Linguistics,2008,30(2):166-185.
[10]Schenkein J K.Studies in the Organization of Conversational Interaction[M].New York:Academic Press,1978:132-145.
[11]Zairclough N.Critical Discourse Analysis:the critical study of language[M].London&New York:Longman,1995a.
[12]Viviana S.Writing titles in science:An exploratory study[J].English for Specific Purposes,2007,26:90-102.
[13]Elizabeth R J,Shirley C T.Genre awareness and rhetorical appropriacy:Manipulation of information structure by NS and NNS scientists in the international conference setting[J].English for Specific Purposes,2005,24:41-64.
[14]Maggie C.Argument or evidence?Disciplinary variation in the use of the Noun that pattern in stance construction[J].English for Specific Purposes,2007,26:203-218.
[15]Budsaba K.Rhetorical structure of biochemistry research articles[J].English for Specific Purposes,2005,24:269-292.
[16]Joseph J L.Size matters:an exploratory comparison of smalland large-class university lecture introductions[J].English for Specific Purposes,2009,28:42-57.
[17]Eliana H.Research article introductions in English for specific purposes:A comparison between Brazilian Portuguese and English[J].English for Specific Purposes,2009,28:240-250.
[18]Catherine N,Marinel G,Frank van M.Raising student awareness of the use of English for specific business purposes in the European context:A staff-student project[J].English for Specific Purposes,2005,24:333-345.
[19]Leonora J,Wilhelm M,Jean P.A study of the writing tasks and reading assigned to undergraduate science students at a South African University[J].English for Specific Purposes,2006,25:260-281.
[20]Randal H,Bussabamintra C.The learner as needs analyst:The use of participatory appraisal in the EAP reading classroom[J].English for Specific Purposes,2006,25:403-419.
[21]Taina V.How does a sales team reach goals in intercultural business negotiations?A case study[J].English for Specific Purposes,2005,24:65-92.
[22]Given L.Speaking up:Six Korean students’oral participation in class discussions in US graduate seminars[J].English for Specific Purposes,2009,28:142-156.
[23]Hyland K.Metadiscourse,exploring interaction in writing[M].London:Continuum.,2005.
[24]Astrid J.Discourse strategies in professional e-mail negotiation:a case study J].English for Specific Purposes,2009(28):4-18.
[25]Bhatia V K.Analyzing Genre:Language Use in Professional Settings[M].London:Longman,1993.
[26]Paltridge B.Genre analysis and the identification of textual boundaries[M].Applied Linguistics,1994,15(3):288-299.
[27]Berkenkotter C.Genre systems at work:DSM-IV and rhetorical recontextualization in psychotherapy paperwork[J].Written Communication,2001,18(3):326-349.
[28]Bhatia V.Worlds of written discourse:A genre-based view[M].London:Continuum,2004.
[29]Connor U.Contrastive Rhetoric:Cross-Cultural Aspects of Second-Language Writing[M].New York:Cambridge University Press,1996.
[30]Geeraerts D.Theories of Lexical Semantics[M].New York:Oxford University Press,2010.
[31]Ming CH Y.Teaching and Learning Sociolinguistic Skills in University EFL Classes in Taiwan[J].Tesol Quarterly,2008(1):31-53.
[32]Lisa T.Wrestling With Race:The Implications of Integrative Antiracism Education for Immigrant ESL Youth[J].Tesol Quarterly,2006(3):520-544.
[33]Martyn C,David H.Policy,Cultural,and Ideological Influences on the Career Paths of Teachers of English in French Higher Education[J].Tesol Quarterly,2007(3):625-634.
[34]Khadar B A.Language Learning and the Definition of One’s Social,Cultural,and Racial Identity[J].Tesol Quarterly,2006(3):628-639.
[35]Yuko G B.Elementary School Students’Foreign Language Performance?A Case Study from South Korea[J].Tesol Quarterly,2009(3):418-444.
[36]Muhammad K K.English Language Teachers Reflecting on Reflections:A Malaysian Experience[J].Tesol Quarterly,2007(4):681-705.
[37]Elizabeth G,Pavel T,MICHAEL M.Learners’Ethnic Group Affiliation and L2 Pronunciation Accuracy:A Sociolinguistic Investigation[J].Tesol Quarterly,2005(3):489-511.
[38]Jennifer J.Implementing an International Approach to English Pronunciation:The Role of Teacher Attitudes and Identity[J].Tesol Quarterly,2005(3):535-543.
[39]Joy J.Preparing Teachers of Second Language Reading[J].Tesol Quarterly,2007(4):707-729.
[40]Hideki S.Effect of Repetition of Exposure and Proficiency Level in L2 Listening Tests[J].Tesol Quarterly,2009(2):360-371.
[41]Younghee S.The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners’Acquisition of Articles[J].Tesol Quarterly,2007(2):255-283.
[42]Siok H L,James M.From Receptive to Productive:Improving ESL Learners’Use of Vocabulary in a Postreading Composition Task[J].Tesol Quarterly,2005(3):295-320.
[43]John F.Bricks or Mortar:Which Parts of the Input Does a Second Language Listener Rely on?[J].Tesol Quarterly,2008(3):412-432.
[44]Margaret R H.Becoming a Student:Identity Work and Academic Literacies in Early Schooling[J].Tesol Quarterly,2005(1):59-82.
[45]Huamei H.Institutionalized Inclusion:A Case Study on Support for Immigrants in English Learning[J].Tesol Quarterly,2009(4):643-668.
[46]Scott A C,Erry G,Danielle S M.Assessing Text Readability Using Cognitively Based Indices[J].Tesol Quarterly,2008(3):475-493.
[47]Stake R.Evaluating the arts in education[M].Columbus,OH:Charles E.Merrill.,1975.
[48]Vygotsky L S.Mind in society:The development of higher psychological processes[M].Cambridge:Harvard University Press,1978.
[49]Connelly F M,Clandinin D J,Narrative inquiry J L,et al.Elmore Complementary methods for research in education[M].3rd ed.Mahwah,NJ:Erlbaum,2006:375-385.
[50]Schegloff E,Koshik I,Jacoby S,et al.Conversation analysis and applied linguistics[J].Annual Review of Applied Linguistics,2002(22):3-31.
①参见Applied Linguistics,Oxford University Press,2005—2009年,第26~30卷。
②参见English for Specific Purpose,Elsevier Ltd.,2005—2009年,第24~28卷。
③参见TESOL Quarterly,Wiley,2005—2009年,第39~43卷。