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学术摘要元话语名词使用分析——以应用语言学为例
  • 论文价格:150
  • 用途: 硕士毕业论文 Master Thesis
  • 编辑:vicky
  • 点击次数:69次
  • 论文字数:42555
  • 论文编号:el2021111917362924585
  • 日期:2021-11-19
  • 来源:上海论文网

应用语言学论文哪里有?本文旨在从功能和结构两个方面考察不同作家群体中的元话语名词。元话语名词的研究主要是基于元话语名词的功能和结构进行的。然而,以往的研究往往只关注元话语名词的一个方面。例如,Jiang(2005)通过比较L1和L2大学生作文中元话语名词的使用情况,研究了立场名词的补语结构,强调了元话语名词的补语结构。

Chapter One Introduction

1.1 Research Background
Academic  writing  is  objective  because  it  describes  the  real  situation  and phenomenon  of  the  world  without  personal  feelings,  however,  it  has  also  been regarded as a persuasive action to involve the interaction between authors and readers in  the  past  two  decades  (Hyland,  2005:65).  These  reflect  the  nature  of  dialogues  in academic  discourse.  In  academic  papers,  authors  need  not  only  to  present  research results  but  also  to  convince  readers  of  their  research  to  help  them  understand  and resonate  with  the  authors’  opinions.  One  of  the  linguistic  features  studied  by researchers  is  metadiscourse—a  general  term  used  to  refer  to  ”discourse  about discourse“  (Hyland,  2005).  Metadiscourse  includes  hedges,  boosters,  interventional markers, stance markers, attitudinal markers, self-mentions, etc.
In the study of metadiscourse, some researchers have noticed that some nouns in academic  papers  also  function  as  metadiscourse.  These  nouns  frequently  appear  in academic articles and attract considerable attention (Charles 2003, 2007; Flowerdew,2003; Flowerdew &  Forest, 2015). These nouns have  been  labeled  in different ways by  different  researchers:  general  nouns  (Halliday  &  Hasan,  1976),  unspecific  nouns (Winter, 1982), carrier nouns (Ivanič,1991), and shell nouns (Schmid,2000). Jiang & Hyland (2016) have named such nouns as ”metadiscursive nouns“ in general, defining them  as  nouns  in  the  text  that  create  interaction  between  authors  and  readers  and function similarly as metadiscourse.

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Chapter Three Theoretical Framework

3.1 Functional Classifications of Metadiscursive Nouns
Jiang  &  Hyland  (2016)  found  that  metadiscursive  nouns  expressed  how  the author of the text identifies the essence of things, and describes the characteristics and relationships  of  something.  Metadiscursive  nouns  can  identify  the  essence  of something, either a meta-text of the current discourse, such as essay, report, or paper; or an event and process, such as change, process, or evidence; or a verbal expression, such as an argument, claim or conclusion; or cognition and opinion, such as decision, idea  or  doubt.  It  can  also  judge  the  characteristics  of  something  or  expresses appreciation  or  criticism  of  something,  such  as  advantage,  difficulty  or  value;  or describes  the  way  or  situation  in  which  events  occur,  such  as  time,  way,  and  extent; cognition,  task,  or  dynamic  modality  judges  things,  such  as  possibility,  choice,  or ability.  In  addition,  in  some  cases,  metadiscursive  nouns  express  causal  and heterogeneous relationships, such as reason, result, or difference. This study analyzed the  metadiscursive  nouns  in  the  abstracts  of  Chinese  students  and  the  abstracts  of journals based on the functional classifications of metadiscursive nouns.

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Chapter Five Results and Discussion

5.1 Analysis of Functional Classifications of Metadiscursive Nouns
In  this  study,  a  total  of  30  Chinese  MA  graduate  students’  theses  abstracts, totaling 13,491 words, of which 168 were metadiscursive nouns, accounting for 1.2%. Thirty abstracts of Chinese doctoral dissertations were selected, totaling 23,903 words, of  which  220  were  metadiscursive  nouns,  accounting  for  0.9%,  and  a  total  of  30 journal  articles,  totaling  6,077  words,  of  which  121  were  metadiscursive  nouns, accounting for 2%. The distribution of the functional classifications of metadiscursive nouns can be seen in Figure 5.1:

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5.2 Comparison of Lexical-Grammatical Structures of Metadiscursive Nouns
There are many types of  metadiscursive nouns, and  it is worth considering  how to apply these metadiscursive nouns appropriately and effectively to academic papers. As  mentioned  above,  metadiscursive  nouns  can  be  used  as  an  anaphora  or  a cataphora,  but  where  exactly  should  they  be  placed  and  how  should  the  sentence structure  be  formed?  These  are  all  significant  for  an  excellent  academic  paper.  This study  screened  the  lexical-grammatical  structures  of  metadiscursive  nouns  in  the corpora.  This  study  adjusted  and  modified  the  classification  framework  of  Schmid (2000)  and  Liu  &  Wang  (2016)  based  on  the  existing  corpora  and  the  details  are shown in Table 5.4: 

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Chapter Six Conclusion

6.1 Major Findings of the Present Study
The interactive aspect of the academic papers has always been a topic of interest in applied linguistics. The researchers explored the textual representation of academic interaction  through  different  linguistic  features  and  rhetorical  strategies.  However, compared  to  adverbs,  verbs  and  adjectives,  little  research  has  been  conducted  on interpersonal  interactions  of  nouns,  because  nouns  are  usually  considered  to  be  the cause  of  the  objectified  attributes  of  the  discourse  (Halliday,  2003),  wrap  abstract entities,  and  enhance  abstract  discourse  effect  (Sword,  2015;  Yang,  2006).  The academic paper is an important way to spread and communicate scientific knowledge. With  the  development of  functional  linguistics,  people  gradually  realized  that  nouns in  the  article  not  only  transmitted  scientific  information  but  also  expressed  rich interpersonal  meaning  (Myers,  1991;  Hyland  &  Jiang,  2016).  The  reliability  of  the text not only comes from the rationality of scientific discovery but more importantly, it  is  based  on  the  interpersonal  relationship  between  the  author’s  use  of  linguistic resources  to  argue  for  his  own  arguments  to  negotiate  opinions  and  establish consistency  with  the  readers.  The  author  needs  to  adapt  his  or  her  discourse  to  the reader’s expectations and requirements and to ensure that the information provided by the  reader  is  understood  and  accepted  by  the  reader.  As  Prelli  (1989:  100)  said  that only  when  the  scientific  point  of  view  was  made  to  believe,  could  it  produce effectiveness,  and  the  premise  that  the  reader  is  convinced  is  that  the  statement  of opinion  should  follow  the  discourse  convention  and  resonate  with  the  reader.  The process  of  exhortation  and  persuasion  is  most  directly  manifested  in  the  author’s intervention  in  the  text  through  language  means,  linking  text  fragments,  evaluating content  information,  and  allowing  readers  and  authors to  stand  together to  construct texts. The interaction of the academic papers cannot be separated from the above two aspects of metadiscourse, which helps the reader to better read the text and understand the  semantics.  This  noun  called  ”metadiscursive  noun“  emphasizes  that  its  dual rhetorical function is like the metadiscourse resource (Hyland 2005), and it has a dual framework of ”guiding“ and  ”interaction“, aiming to enrich the understanding of the noun  rhetorical  function  to  broaden  the  research  perspective  of  interpersonal interaction in academic papers. 
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