二语学术语篇的作者身份与互动性探究——以英语学习者人称代词使用为例
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- 英文论文题名：Authorial identity and interactivity in L2 academic writings: A case study of English personal pronouns used by Chinese English learners
- 论文作者：周惠 ; 刘永兵
- 英文论文作者：ZHOU Hui ; LIU Yongbing
- 年：2016
- 作者机构：东北师范大学;
- 论文关键词：二语学位论文 ; 人称代词 ; 作者身份 ; 语篇互动性
- 会议召开时间：2016-12-01
- 会议录名称：《第二语言学习研究》2016年第2期
- 英文会议录名称：Second Language Learning Research
- 语种：中文
- 分类号：H319.3
- 学会代码：SHTA
- 学会名称：上海天岸文化传播有限公司
- 页数：14
- 文件大小：961k
- 原文格式：D
摘要
本研究通过对比我国英语学习者硕士学位论文与英语本族语者硕士学位论文语料库,描述二语学术写作中人称代词的使用特征及其建构的作者身份,从而揭示其对语篇互动性的影响。研究发现:1)与本族语者相比,英语学习者在学位论文中较多使用人称代词,尤其是过多使用了we,但过少使用I与one,减损了作者的主体突显度;2)学习者语篇中的作者身份建构主要由we实现,致使他们在语篇中欠缺对读者需求的重视、对学术社团的趋近和向不同立场的开放精神,作者-读者人际距离较远,语篇主体间性及社会建构性较低。基于研究发现,本文对二语学术写作教学中作者身份的建构、语类与读者意识的培养提出了建议。
This paper describes the use of personal pronouns in Chinese English learners' MA theses and in comparable native speakers' MA theses by means of corpus approach, and identifies systematic features in the Chinese learner corpus in terms of authorial identity construction and discourse interactivity. It is found that compared with the native speakers, Chinese students used more personal pronouns, specifically used more we and fewer I and one. As a result, they hide their authorial presence. It also shows that Chinese English learners constructed authorial identities mainly with we in their academic discourses, which indicates that they lack the reader awareness, distance themselves from the disciplinary community and fail to create a dialogic space in L2 academic writings. Therefore, the intersubjectivity and social construction of discourse need to be strengthened. These findings provide some implications for L2 academic writing instruction in terms of authorial identity construction, genre features and reader engagement.
This paper describes the use of personal pronouns in Chinese English learners' MA theses and in comparable native speakers' MA theses by means of corpus approach, and identifies systematic features in the Chinese learner corpus in terms of authorial identity construction and discourse interactivity. It is found that compared with the native speakers, Chinese students used more personal pronouns, specifically used more we and fewer I and one. As a result, they hide their authorial presence. It also shows that Chinese English learners constructed authorial identities mainly with we in their academic discourses, which indicates that they lack the reader awareness, distance themselves from the disciplinary community and fail to create a dialogic space in L2 academic writings. Therefore, the intersubjectivity and social construction of discourse need to be strengthened. These findings provide some implications for L2 academic writing instruction in terms of authorial identity construction, genre features and reader engagement.
引文
Cadman,K.1997.Thesis writing for international students:A question of identity?[J].English for Specific Purposes 1:3-14.
Gragson,G.&J.Selzer.1990.Fictionalizing the readers of scholarly articles in biology[J].Written Communication 1:25-58.
Halliday,M.A.K.1994.An Introduction to Functional Grammar[M].London:Arnold.
Harwood,N.2005a.A corpus-based study of self-promotional I and we in academic writing across four disciplines[J].Journal of Pragmatics 8:1207-1231.
Harwood,N.2005b.Inclusive and exclusive pronouns in academic writing[J].Applied Linguistics3:343-375.
Harwood,N.2005c.Discussing methods in computing science using I[J].English for Specific Purposes 3:243-267.
Hinkel,E.1997.Indirectness in L1 and L2 academic writing[J].Journal of Pragmatics 27:361-386.
Hinkel,E.2002.Second Language Writers’Text[M].Mahwah,NJ:Lawrence Erlbaum.
Hyland,K.2001.Humble servants of the discipline?Self-mention in research articles[J].English for Specific Purposes 3:207-226.
Hyland,K.2002.Authority and individuality:Authorial identity in academic writing[J].Journal of Pragmatics 8:1091-1112.
Hyland,K.2005.Metadiscourse:Exploring Interaction in Writing[M].London:Continuum.
Kim,C.2009.Personal pronouns in English and Korean texts:A corpus-based study in terms of textual interaction[J].Journal of Pragmatics 10:2086-2099.
Kuo,Ch.-H.1999.The use of personal pronouns:Role relationships in scientific journal articles[J].English for Specific Purposes 2:121-138.
Molino,A.2010.Personal and impersonal authorial references:A contrastive study of English and Italian linguistics research articles[J].Journal of English for Academic Purposes 2:86-101.
Rebekha,A.2012.Using self-referential pronouns in writing:The effect of explicit instruction on L2 writers at two levels of proficiency[J].Language Teaching Research 4:501-518.
Tang,R.&S.John.1999.The“I”in identity:Exploring writer identity in student academic writing through the first person pronoun[J].English for Specific Purposes 1:S23-S39.
Vassileva,I.2000.Who Is the Author?:A Contrastive Analysis of Authorial Presence in English,German,French,Russian and Bulgarian Academic Discourse[M].Sankt Augustin:Asgard Verlag.
Yang,Y.2013.Exploring linguistic and cultural variations in the use of hedges in English and Chinese scientific discourse[J].Journal of Pragmatics 1:23-36.
Yeo,J.&S.Ting.2014.Personal pronouns for student engagement in arts and science lecture introductions[J].English for Specific Purposes 34:26-37.
秦枫、陈坚林,2013,人际意义的创建与维系--研究生英语科技论文的互动问题研究[J],《外语教学》(4):56-60。
文秋芳、丁言仁、王文宇,2003,中国大学生英语书面语中的口语化倾向[J],《外语教学与研究》(4):268-270。
吴格奇,2013,学术论文作者自称与身份建构--一项基于语料库的英汉对比研究[J],《解放军外国语学院学报》(3):6-11。
徐昉,2013,二语学术写作介入标记语的使用与发展特征:语料库视角[J],《外语与外语教学》(2):5-10。
周惠、刘永兵,2014,中国英语学习者投射语言的语篇评价研究[J],《现代外语》(3):390-399。
周惠、刘永兵,2015,中国英语学习者学术写作中标示名词的功能与立场研究[J],《外语教学与研究》(2):251-261。
朱晔、苏殷旦,2013,中国大学生英语论说文中人称代词的使用--语言水平与文本话题的交互影响[J],《解放军外国语学院学报》(3):52-56,80。
1.言语角色人称代词you常常用来指称语篇读者;其他角色人称代词they,he,she和it主要指称某个或某些具体的第三人,属于篇外所指。故人称代词you,they,he,she和it不包括在本研究中。
2 .例句选自Hyland(2002)。
Gragson,G.&J.Selzer.1990.Fictionalizing the readers of scholarly articles in biology[J].Written Communication 1:25-58.
Halliday,M.A.K.1994.An Introduction to Functional Grammar[M].London:Arnold.
Harwood,N.2005a.A corpus-based study of self-promotional I and we in academic writing across four disciplines[J].Journal of Pragmatics 8:1207-1231.
Harwood,N.2005b.Inclusive and exclusive pronouns in academic writing[J].Applied Linguistics3:343-375.
Harwood,N.2005c.Discussing methods in computing science using I[J].English for Specific Purposes 3:243-267.
Hinkel,E.1997.Indirectness in L1 and L2 academic writing[J].Journal of Pragmatics 27:361-386.
Hinkel,E.2002.Second Language Writers’Text[M].Mahwah,NJ:Lawrence Erlbaum.
Hyland,K.2001.Humble servants of the discipline?Self-mention in research articles[J].English for Specific Purposes 3:207-226.
Hyland,K.2002.Authority and individuality:Authorial identity in academic writing[J].Journal of Pragmatics 8:1091-1112.
Hyland,K.2005.Metadiscourse:Exploring Interaction in Writing[M].London:Continuum.
Kim,C.2009.Personal pronouns in English and Korean texts:A corpus-based study in terms of textual interaction[J].Journal of Pragmatics 10:2086-2099.
Kuo,Ch.-H.1999.The use of personal pronouns:Role relationships in scientific journal articles[J].English for Specific Purposes 2:121-138.
Molino,A.2010.Personal and impersonal authorial references:A contrastive study of English and Italian linguistics research articles[J].Journal of English for Academic Purposes 2:86-101.
Rebekha,A.2012.Using self-referential pronouns in writing:The effect of explicit instruction on L2 writers at two levels of proficiency[J].Language Teaching Research 4:501-518.
Tang,R.&S.John.1999.The“I”in identity:Exploring writer identity in student academic writing through the first person pronoun[J].English for Specific Purposes 1:S23-S39.
Vassileva,I.2000.Who Is the Author?:A Contrastive Analysis of Authorial Presence in English,German,French,Russian and Bulgarian Academic Discourse[M].Sankt Augustin:Asgard Verlag.
Yang,Y.2013.Exploring linguistic and cultural variations in the use of hedges in English and Chinese scientific discourse[J].Journal of Pragmatics 1:23-36.
Yeo,J.&S.Ting.2014.Personal pronouns for student engagement in arts and science lecture introductions[J].English for Specific Purposes 34:26-37.
秦枫、陈坚林,2013,人际意义的创建与维系--研究生英语科技论文的互动问题研究[J],《外语教学》(4):56-60。
文秋芳、丁言仁、王文宇,2003,中国大学生英语书面语中的口语化倾向[J],《外语教学与研究》(4):268-270。
吴格奇,2013,学术论文作者自称与身份建构--一项基于语料库的英汉对比研究[J],《解放军外国语学院学报》(3):6-11。
徐昉,2013,二语学术写作介入标记语的使用与发展特征:语料库视角[J],《外语与外语教学》(2):5-10。
周惠、刘永兵,2014,中国英语学习者投射语言的语篇评价研究[J],《现代外语》(3):390-399。
周惠、刘永兵,2015,中国英语学习者学术写作中标示名词的功能与立场研究[J],《外语教学与研究》(2):251-261。
朱晔、苏殷旦,2013,中国大学生英语论说文中人称代词的使用--语言水平与文本话题的交互影响[J],《解放军外国语学院学报》(3):52-56,80。
1.言语角色人称代词you常常用来指称语篇读者;其他角色人称代词they,he,she和it主要指称某个或某些具体的第三人,属于篇外所指。故人称代词you,they,he,she和it不包括在本研究中。
2 .例句选自Hyland(2002)。