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批判性立场和评鉴学术话语对比研究

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版次：1
页数：
字数：
印刷时间：2014年06月01日
开本：大32开
纸张：胶版纸
包装：平装
是否套装：否
国际标准书号ISBN：9787313113313

作者:董艳著出版社:上海交通大学出版社出版时间:2014年06月

内容简介

　　董艳著的《批判性立场和评鉴学术话语对比研究 (英文版)》采用密歇根高级学生论文语料库，检验了研究者提出的批判性立场和评鉴具有学科和文化特异性的假设；然后利用密歇根大学机构合作委员会十大联盟硕博论文语料库自建的DISCORPS语料库以及 Hyland学科专家语料库，对比分析了中国博士生和英美博士生以及成熟的学科专家之间在显性和非显性评鉴策略使用方面的差异。结构合理，分析细致，结论可信。在对大量的文献进行归纳、分析和研究的基础上，确定自己的研究重点和分析框架，并以自己收集的第一手数据资料来进行实证分析研究。研究结论可以为ESL／EFL／EAP／EIL写作教学提供启示。

目　　录

<pre>Chapter 1  Introduction
  1. 1 Importance of and Reasons for Studying Critical Stance and Evaluation
  1.2 The Necessity of Studying Critical Stance and Evaluation
  1.3 Chinese Junior Scholars' Deficit in Stancetaking and Critical Literacy
  1.4 Objectives of the Present Study
  1.5 Outline of the Book
Chapter 2  Relevant Concepts
   2.1 Academic Discourse
     2.1.1 Definitions of Academic Discourse
     2.1.2 Approaches to Academic Discourse
   2.2 Academic Discourse Community
     2.2.1 Discourse Community
     2.2.2 Language Socialization into Academic Discourse Communities
     2.2.3 Written Academic Discourse Socialization
   2.3 Different Terminologies Related to Stance and Evaluation
      2.3.1 Different Terminologies
      2.3.2 Four Differences in Approaches Leading to Different Terminologies
      2.3.3 Six Points of Consensus
Chapter 3  Review of Literature on Studies of Academic
               Discourse and on Stancetaking and Evaluation
   3.1 Research Findings Based on the Prior Study of Academic Discourse
      3.1.1 Academic Discourse, Structured for Persuasive Effect
      3.1.2 Academic Discourse, Representing Discipline-
              specific Modes of Argument
      3.1.3 Different Cultures, Different Academic Discourses
      3.1.4 Academic Argument, Involving Interpersonal Negotiations
   3.2 Prior Research Related to Critical Stance and
        Evaluation
      3.2.1 Prior Research Related to Critical Stance
              and Evaluation Abroad
      3.2.2 Prior Research Related to Critical Stance
              and Evaluation at Home
   3.3 Identity--Proximity and Positioning
      3.3.1 Discursive Construction of Identity
      3.3.2 Hyland's Concepts of Proximity and Positioning
Chapter 4  Research Design
  4. 1 The Pilot Study: MICUSP Data Comparison
        Across Different Disciplines and Between NS and
        NNS of English
  4.2 The Corpus Construction
  4.3 Analytical Framework
Chapter 5  Quantitative Results
   5.1 Research Tools
   5.2 Overt Evaluation
     5.2.1 Evaluative Verbs and Modal Verbs (e. g. claim, suggest,
              assume, argue, disagree ; should, must, need, can,
              and may)
      5.2.2 Evaluative Adverbials (e. g. Fortunately, Unfortunately,
              Interestingly, Surprisingly, Arguably, presumably,
              and Unexpectedly)
      5.2.3 Evaluative Nouns (e. g. problem, Difficulty,
              Achievement, Assumption, Claim, Failure,
              Success, and Challenge)
      5.2.4 Evaluative Adjectives (e. g. Unusual, Strange,
              Atypical, weird, and Odd)
      5.2.5 Authorial Selves: the Use of l, we, the Author and
              the Hortative Let Us/Let's
   5.3 Less Overt Evaluation
Chapter 6  Qualitative Results
  6.1 Questionnaires
  6.2 Interviews
  6.3 Focus Group Discussion
Chapter 7  Conclusions and Pedagogical Implications  
   7.1 Summary of the Major Findings
   7.2 Conclusions
   7.3 Critical Literacy Cultivation
   7.4 Pedagogical Implications for ESL/EAP/EFL/EIL Instruction
   7.5 New Directions in Academic Discourse Research
Appendices
   Appendix 1: Questionnaire
   Appendix 2: The Interview Questions
List of Tables and Figures
Bibliography
Index</pre>

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