基于語(yǔ)料庫(kù)的對(duì)語(yǔ)言學(xué)論文導(dǎo)言的體裁分析.pdf

1、上海交通大學(xué)碩士學(xué)位論文基于語(yǔ)料庫(kù)的對(duì)語(yǔ)言學(xué)論文導(dǎo)言的體裁分析姓名：朱一凡申請(qǐng)學(xué)位級(jí)別：碩士專(zhuān)業(yè)：語(yǔ)言學(xué)與應(yīng)用語(yǔ)言學(xué)指導(dǎo)教師：鄭樹(shù)棠2003.1.1ShanghaiJiaoTongUniversityM.A.DissertationIIABSTRACTThispaperreptsonagenreanalysisofintroductionsinlinguisticpapers(LP).Theresearchinvolvedinthisp

2、aperisbasedonthecomparisonoftwoselfbuiltcpa—anexpertcpus(EC)thatcontainsnativespeakers’LPintroductionsalearnercpus(LC)thatincludesChineselinguisticstudents’LPintroductions.theresearchiswkedoutonthreelevels:thediscoursall

3、evelthelexicallevelthestylisticlevel.InthediscoursallevelaSevenstep(SS)model—amodifiedversionofCARSmodel—ofwritingintroductionsoflinguisticpapersissetup.throughthecomparisonofintroductionsinbothECLCsomedifferencesbetween

4、Chinesestudentsnativespeakersinthediscoursallevelarefoundanalyzed.Inthelexicalleveltheterm“chunk”isintroducedadoptedthecommonchunksusedineverystepofintroductionsoflinguisticpapersareexemplifiedsummarized.somedifferencesb

5、etweenChinesestudentsnativespeakersinlexicallevelarealsospeciallyaddressed.Anotherinterestingissuediscussedinthislevelisthecurrenttendencyofusingmefirstpersonpronoun“weI”inacademicpapers.inthestylisticlevelaquantitativew

6、ayofanalyzingstylisticsisusedtocompareECLCsomegapsinpaperwritingbetweennativespeakersChineselearnersarequantifiedinthislevel.TheSSmodelcommonchunkssummarizedinthisstudyisagoodpatterntofollowinwritingintroductionsbutnotap

7、atterntoimposeonanyone.ItishopedthatthispapercanhelpChinesestudentsoflinguisticsbecomeawareofthewiderangeoflexicalchoicesinEnglishtheirrelationtothecommunicativepurposesinintroductionsoflinguisticssoastoimprovecommunicab

8、ilityinpaperwritingincreasethechanceoftheirpapersbeingacceptedbyinternationalpublishers.Thisresearchfurtherindicatesthatcpusbasedgenreanalysisisagoodwaytoprovidestudentswithpreciousdatafromlanguageinuse.Withthepresentstu