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中國學生社科博士論文討論與結語章節語體研究


图书基本信息
出版时间:2010-6
出版时间:武漢大學出版社
作者:鄧鸝鳴
页数:392
书名:中國學生社科博士論文討論與結語章節語體研究
封面图片
中國學生社科博士論文討論與結語章節語體研究
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.
内容概要
  《中國學生社科博士論文討論與結語章節語體研究》突破現有學術語提研究內容和方法的局限,以語體分析的相關理論及社會文化理論為理據,采用文本分析、個案研究、深度訪談研究方法,著重從社會構建的角度探究中國二語學習者如何構建博士論文及結語章節這一特殊的語體。研究結構表明︰中國二語學習者在構建博士論文討論及結語章節這一特殊的語體過程中突出的一大問題在于修辭結構的脫節,即討論及結語章節與前言部分修辭結構缺乏照應;問題的主要癥結在于學習者缺乏有關博士論文討論及結語章節語篇構建的規範意識;為了更好地達到、體現這一特殊語體的交際目的,學習者社會行為諸如與導師磋商、與相關學者切磋、與眾多讀者對話、與出版的學術論著交互構建討論及結語這一特殊群體,同時,在此過程中,其寫作者的身份得以構建和重構,由初期的一名學術寫作新手,嬗變為一名較熟練的寫作者,直至後期發展為該學術群體中的一員。該書的研究成果(國內尚未空缺)不僅對當前我國研究生學術論文寫作有著十分重要的指導意義,而且為各大專院校學術群體撰寫國際學術論文提供了相當的借鑒。
作者简介
  鄧鸝鳴,女,教授,碩士導師,香港城市大學英文博士,中國英語寫作教學協會常務理事。主要研究方向為應用語言學、二語習得、語體分析、語篇分析、學術寫作研究。在《外語教學》等常用外語核心期刊上發表學術研究論文30余篇;編著多部;主持教育部十五規劃人文社會科學寫作研究等項目3項,主持武漢大學校級研究項目1項,參與教育部重點研究項目1項,湖北省教改重點研究項目1項;獲湖北省科研成果一等獎1項,湖北省社科優秀教學研究成果二等獎1項,武漢大學優秀教學研究成果三等獎2項。
书籍目录
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
章节摘录
  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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