元話語研究

內(nèi)容概要

本書系統(tǒng)梳理各種元話語理論，嘗試構(gòu)建一個學術(shù)篇章元話語分析的理論框架，并從對比修辭角度深入分析中國作者和英美作者使用學術(shù)篇章元話語的異同，力圖揭示中國作者使用英語進行書面學術(shù)交流時所進入的誤區(qū)及對策。本書的讀者對象主要為從事對比修辭研究、學術(shù)寫作教學與研究、話語分析的研究人員、英語教師及英語專業(yè)碩士生和博士生。本書對廣大科研工作者科研論文的撰寫和投稿亦具有一定的借鑒價值。

作者簡介

高健，女，南京人，文學博士，副教授，碩士生導師，先后畢業(yè)于武漢大學和上海外國語大學，目前任教于東南大學外國語學院英語系。2008年11月至2009年10月受國家留學基金管理委員會資助赴美國普度大學英語系從事對比修辭和二語習得研究。主要研究方向為對比修辭、語篇分

書籍目錄

AcknowledgementsPrefacePart One: What is metadiscourse?  Chapter 1  Metadiscourse: def'mitions    1.1  Definitions revisited    1.2  Defining metadiscourse in academic written communication  Chapter 2  Metadiscourse: functions and classifications    2.1  Functions revisited    2.2  Classifications revisited  Chapter 3  Debates and issues on metadiscourse    3.1  Non-propositional metadiseourse?    3.2  Metadiscourse with a different level of meaning?    3.3  Metadiscourse across culturesPart Two: Theories of metadiscourse  Chapter 4  Existing approaches to metadiscourse    4.1  The rhetoric approach    4.2  The functional approach    4.3  The speech act approach  Chapter 5  Towards a multi-dimensional approach to metadiscourse in academic written communication    5.1  Halliday's metafunctions of language : Metadiscourse and its interpersonal meanings    5.2  Classical rhetoric's audience: Metadiscourse and writer's credibility    5.3  Social constructionist audience: Metadiscourse, knowledge construction and writer's identity    5.4  Face in social interaction: Metadiscourse and writer-reader relationship    5.5  Important concepts of the multi-dimensional approach    5.6  Metadiscourse in written academic communication  Chapter 6  Metadiscourse and contrastive rhetoric    6.1  The neo-cuhural approach to contrastive rhetoric    6.2  Metadiscourse and "small" culturesPart Three: Metadiscourse in practice  Chapter 7  Metadiscourse in Chinese scholarly texts    7.1  Professional academic writing, RA and metadiscourse    7.2  Method    7.3  Overall results    7.4  Discussion    7.5  ConclusionPart Four: Implications and future study  Chapter 8  Metadiscourse in academic English education    8.1  Implications of the multi-dimensional approach and the contrastive rhetoric study    8.2  Advantages of teaching metadiscourse  Chapter 9  Future studyReferencesAppendix AAppendix BAppendix C

章節(jié)摘錄

　　As is mentioned earlier，a second important dimension of arhetorically effective RA is the writeFs credibility，ethos not only in termsof classical rhetoric but also seen from the perspective of socially orcollectively constructed knowledge.Credibility thus may nlean a lot in thecontext of research article writing：competence，confidence，authority，honesty，humility and perhaps amicability.Almost all metadiscoursalfeatures have to do with a suitable disciplinary ethos while hedges，boosters’evidentials，self-mentions and engagement markers do most ofthe job.　　Hedges and boosters serve as two edges of one sword.circumspection plus uncertainty represented by hedges and priority plussolidarity represented by boosters may both lead to the convincing valueof the writers’statements.What matters iS how to manage a balancebetween these two interactional devices.　　Hedges are abundantly deployed throughout the whole IMRCstructure of research articles while the Discussion sections are relativelyhaunted with more（cf。Hyland，1996a，1996b，1997，1998b）.Thisreinforces MyersS（1989）contention that most hedging OCCUrs inDiscussion sections of research articles because it is here that the RAwriters need to show commitment while leaving open the possibility ofbeing mistaken.In the similar vein Salager.Meyer（1994）sums up thedistribution of vague expressions and other hedging strategies as beingclustered in the Introduction and Discussion sections.

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　　《元話語研究：理論與實踐》對廣大科研工作者科研論文的撰寫和投稿亦具有一定的借鑒價值。

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