中國學(xué)生社科博士論文討論與結(jié)語章節(jié)語體研究

前言

　　It is well.known that writing doctoral dissertation in English is an uphilltask for a wide majority of non-native speakers of English；however，it isrelatively less well.known that this task is equally arduous and painful for evennative speakers of English，or for that matter，speakers of any language.Inaddition to the linguistic difficulties，most writers of research dissertations oftenface difficulties of handling conventions of writing these rather longish pieces ofresearch reports.　　One of the major problems many of these researchers face is the mismatchbetween“what they promise”in the introductory sections and“what theydeliver”in the final sections of their theses.The research reported in this workdeals with this important issue，which is often ignored in most research writingundertakings.It is an issue which is rarely，if ever，explicitly raised，and isoften not even implicitly understood by the participants in this scholarly activity.In this respect，this book undertakes to demystify one of the most importantissues in doctoral research writing.　The study reported here is informative，comprehensive，and insightful.Itfocuses on the research writing experiences of a number of Chinese writers of research dissertations。the trials，tribulations，and sometimes rewarding experiences of some of them，including a number of teachers who supervisethem.The book，in my view，should be of great value to all those interested in research writing，either as non-initiated novice writers，experienced teachers or supervisors of doctoral work.

內(nèi)容概要

　　《中國學(xué)生社科博士論文討論與結(jié)語章節(jié)語體研究》突破現(xiàn)有學(xué)術(shù)語提研究內(nèi)容和方法的局限，以語體分析的相關(guān)理論及社會(huì)文化理論為理據(jù)，采用文本分析、個(gè)案研究、深度訪談研究方法，著重從社會(huì)構(gòu)建的角度探究中國二語學(xué)習(xí)者如何構(gòu)建博士論文及結(jié)語章節(jié)這一特殊的語體。研究結(jié)構(gòu)表明：中國二語學(xué)習(xí)者在構(gòu)建博士論文討論及結(jié)語章節(jié)這一特殊的語體過程中突出的一大問題在于修辭結(jié)構(gòu)的脫節(jié)，即討論及結(jié)語章節(jié)與前言部分修辭結(jié)構(gòu)缺乏照應(yīng)；問題的主要癥結(jié)在于學(xué)習(xí)者缺乏有關(guān)博士論文討論及結(jié)語章節(jié)語篇構(gòu)建的規(guī)范意識(shí)；為了更好地達(dá)到、體現(xiàn)這一特殊語體的交際目的，學(xué)習(xí)者社會(huì)行為諸如與導(dǎo)師磋商、與相關(guān)學(xué)者切磋、與眾多讀者對話、與出版的學(xué)術(shù)論著交互構(gòu)建討論及結(jié)語這一特殊群體，同時(shí)，在此過程中，其寫作者的身份得以構(gòu)建和重構(gòu)，由初期的一名學(xué)術(shù)寫作新手，嬗變?yōu)橐幻^熟練的寫作者，直至后期發(fā)展為該學(xué)術(shù)群體中的一員。該書的研究成果（國內(nèi)尚未空缺）不僅對當(dāng)前我國研究生學(xué)術(shù)論文寫作有著十分重要的指導(dǎo)意義，而且為各大專院校學(xué)術(shù)群體撰寫國際學(xué)術(shù)論文提供了相當(dāng)?shù)慕梃b。

作者簡介

　　鄧鸝鳴，女，教授，碩士導(dǎo)師，香港城市大學(xué)英文博士，中國英語寫作教學(xué)協(xié)會(huì)常務(wù)理事。主要研究方向?yàn)閼?yīng)用語言學(xué)、二語習(xí)得、語體分析、語篇分析、學(xué)術(shù)寫作研究。在《外語教學(xué)》等常用外語核心期刊上發(fā)表學(xué)術(shù)研究論文30余篇；編著多部；主持教育部十五規(guī)劃人文社會(huì)科學(xué)寫作研究等項(xiàng)目3項(xiàng)，主持武漢大學(xué)校級研究項(xiàng)目1項(xiàng)，參與教育部重點(diǎn)研究項(xiàng)目1項(xiàng)，湖北省教改重點(diǎn)研究項(xiàng)目1項(xiàng)；獲湖北省科研成果一等獎(jiǎng)1項(xiàng)，湖北省社科優(yōu)秀教學(xué)研究成果二等獎(jiǎng)1項(xiàng)，武漢大學(xué)優(yōu)秀教學(xué)研究成果三等獎(jiǎng)2項(xiàng)。

書籍目錄

List of AbbreviationsPrefaceChapter 1 Introduction1.1 Research Background1.2 Research Objectives1.3 The Significance of the Study1.4 Demarcation of the Discussion & Conclusion Sections1.5 The Relationship Between Introduction and Discussion & Conclusion Sections1.6 Structure of the BookChapter 2 Review of Relevant Literature2.1 L2 Students Difficulties in Thesis Writing2.2 Thesis Writing Process2.3 Rhetorical Structure of the Discussion & Conclusion Section in Research Writing2.4 The Notion of Genre2.4.1 The ESP-oriented View of Genre2.4.2 The New Rhetoric-oriented View of Genre2.5 The Nature of Writing2.6 Main Approaches to Writing2.6.1 The Classical Rhetorical Approach2.6.2 The Expressive Approach2.6.3 The Cognitive Approach2.6.4 The Social Constructionist Approach2.7 Relevant Theories2.7.1 Cognitive Writing Process Theory2.7.2 Sociocuhural Theory2.7.3 Theory ofIdentity Constructkm2.8 SummaryChapter 3 Methodology3.1 Text-analytical Approach3.1.1 The Assumption of Textual Analysis3.1.2 Data Collection3.1.3 Frameworks for Textual Analysis3.1.4 Procedure for Textual Analysis3.2 Case-study Approach3.2.1 Data Collection3.2.2 Treatment of Data3.3 SummaryChapter 4 Textual Analysis4.1 Congs Texts4.1.1 Original Draft4.1.2 Revised Version4.1.3 Final Version4.2 Meis Texts4.2.1 Original Draft4.2.2 Revised Version4.2.3 Final Version4.3 Pings Texts4.3.1 Original Draft4.3.2 Revised Version4.3.3 Final Version4.4 Tao’s Texts4.4.I Original Draft4.4.2 Revised Version4.4.3 Final Version4.5 Yan’s Texts4.5.1 Original Draft4.5.2 Revised Version4.5.3 Final Version4.6 Su’S Text4.6.1 Original Draft4.6.2 Revised Version4.6.3 Final Version4.7 SummaryChapter 5 Analysis of Interview Data5.1 Exploring the Major Problems Involved in the Discussion & Conclusion Section Writing and the Related Causes5.1.1 Limited Knowledge of the Communicative Functions of the Part-genre5.1.2 Lack of Awareness of Rhetoric Consistency5.1.3 Lack of Systematic Training5.1.4 Excessive Length of the Writing Process5.1.5 The Heavy Cognitive Load5.2 Negotiating Generic Conventions5.2.1 Negotiating with Supervisors5.2.2 Mediating with Other Academics5.2.3 Dialoguing with Multi Audiences5.2.4 Interacting with Published Works and Theses5.3 Constructing Writer Identities5.3.1 A Novice Student Writer5 3 2 A M0re Skilled Academic Writer5.3.3 Moving Towards a FulI Member ol the Community5.4 SummaryChapter 6 Conclusion6.I Summary of the Main Findings6.2 Pedagogical Implications of the Study6.3 Directions for Further ResearchAppendicesAppendix Ⅰ First-round Interview Guide for Student Informants（Based on Their Initial Drafts of the Discussion&Conclusion Section）Appendix Ⅱ Second-round Interview Guide for Student Informants（Based on Their Revised Drafts&Final Versions of the Discussion＆Conclusion Section）AppendixⅢ Interview Guide for Supervisor InformantsAppendix IV Interview TranscriptsRererences

章節(jié)摘錄

　　As illustrated in the above excerpt，Rogoff’S notion is built upon theassumption that performing the act or interacting along with the practitionerSguidance should lead the child or the newcomer to the next goal of learning.Itappears to echo VygotskyS（1978）conception of zone of proximal development（ZPD）and scaffolding（see 3.2.2.of this chapter）.The central idea ofguided participation is that learnerscognitive development is inseparable fromtheir social environment which affords them the context of participating in socialactivities of various forms with the guidance of more skilled practitioners whosupport them and facilitate their skills in using cuhural tools（Stetsenko，1 999）.In such a theoretical lens，learning is conceptualized as the process ofguided participation whereby learnerscognitive development Occurs throughengaging in culturally organized activities with more experienced partners.Theconception of guided participation further extends the concept of socialinteraction by emphasizing the complementary roles of children and caregivers，novices and mentors and makes significant contribution to our understanding ofthe developmental process of learning though it fails to highlight the concrete characteristics of cultural tools like how individual learners internalize these tools while they are engaged in guided participation.

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