元话语研究
2009-3
东南大学出版社
高健
196
190000
本书系统梳理各种元话语理论，尝试构建一个学术篇章元话语分析的理论框架，并从对比修辞角度深入分析中国作者和英美作者使用学术篇章元话语的异同，力图揭示中国作者使用英语进行书面学术交流时所进入的误区及对策。本书的读者对象主要为从事对比修辞研究、学术写作教学与研究、话语分析的研究人员、英语教师及英语专业硕士生和博士生。本书对广大科研工作者科研论文的撰写和投稿亦具有一定的借鉴价值。
高健，女，南京人，文学博士，副教授，硕士生导师，先后毕业于武汉大学和上海外国语大学，目前任教于东南大学外国语学院英语系。2008年11月至2009年10月受国家留学基金管理委员会资助赴美国普度大学英语系从事对比修辞和二语习得研究。主要研究方向为对比修辞、语篇分
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
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.
《元话语研究：理论与实践》对广大科研工作者科研论文的撰写和投稿亦具有一定的借鉴价值。
新理论，好书，日后有时间会仔细阅读。