Biber, D. & E. Finegan. 1989. Styles of stance in English: Lexical and grammatical marking of evidentiality and affect [J]. Text 9 (1): 93-124.
Brown, P. & S. Levinson. 1987. Politeness: Some Universals in Language Usage [M]. Cambridge: Cambridge University Press.
Crismore, A., R. Markkanen & M. Steffensen. 1993. Metadiscourse in persuasive writing: A study of texts written by American and Finnish university students [J]. Written Communication 10 (1): 39-37.
D’Angelo, L. 2008. Gender identity and authority in academic book reviews: An analysis of metadiscourse across disciplines [J]. Linguistica E Filologia 27: 205-221.
Hinkel, E. 1995. The use of modal verbs as are flection of cultural values [J]. TESOL Quarterly 29 (2): 325-343.
Hyland, K. 1998. Persuasion and context: The pragmatics of academic metadiscourse [J]. Journal of Pragmatics 30 (4): 437-455
Hyland, K. 2001. Bringing in the reader: Addressee features in academic articles [J]. Written Communication 18 (4): 549-574.
Hyland, K. 2002. Directives: Argument and engagement in academic writing [J]. Applied Linguistics 23 (2): 215-239.
Hyland, K. & P. Tse. 2004. Metadiscourse in academic writing: A reappraisal [J]. Applied Linguistics 25 (2): 156-177.
Hyland, K. 2005. Stance and engagement: A model of interaction in academic discourse [J]. Discourse Analysis 7 (2): 173-192.
Hyland, K. 2010. Constructing proximity: Relating to readers in popular and professional science [J]. Journal of English for Academic Purpose 9 (2): 116-127.
Hyland, K. & F. Jiang. 2016. “ We must conclude that…” : A diachronic study of academic engagement [J]. Journal of English for Academic Purposes 24: 29-42.
Ivanic, R. 1998. Writing and Identity: The Discoursal Construction of Identity in Academic Writing [M]. Amsterdam: Benjamins.
Karahan, P. 2013. Self-mention in scientific articles written by Turkish and non-Turkish authors [J]. Procedia-Social and Behavioral Sciences 70: 305-322.
Kennedy, G. 2002. Variation in the distribution of modal verbs in the British National Corpus [A]. In R. Reppen, S. M. Fitzmaurice & D. Biber (eds.). Using Corpora to Explore Linguistic Variation [C]. Amsterdam: John Benjamins Publication Company. 73-90.
Marandi, S. 2003. Metadiscourse in Persian/English master’s theses: A contrastive study [J]. IJAL 6 (2): 23-42.
Swales, J. 1990. Genre Analysis: English Academic and Research Setting [M]. Cambridge: Cambridge University Press.
Swales, J. M., U. Ahmad, Y. Y. Chang, D. Chavez, D. Dressen-Hammouda & R. Seymour. 1998. Consider this: The role of imperatives in scholarly writing [J]. Applied Linguistics 19 (1): 97-121.
Swales, J. M. & C. B. Feak. 2012. Academic Writing for Graduate Students (3rd edn.)[M]. Ann Arbor: University of Michigan Press.
Tang, R. & S. John. 1999. The ‘I’ in identity: Exploring writer identity in student academic writing through the first person pronoun [J]. English for Specific Purposes 18: S23-S39.
Toumi, N. 2009. A model for the investigation of reflexive metadiscourse in research articles [J]. Language Studies Working Papers 1: 64-73.
Zarei, G. R. & S. Mansoori. 2007. Metadiscourse in academic prose: A contrastive analysis of English and Persian research articles [J]. The Asian ESP Journal 3 (2): 24-40.
Zareva, A. 2013. Self-mention and the projection of multiple identity roles in TESOL graduate student presentations: The influence of the written academic genres [J]. English for Specific Purposes 32 (2): 72-83.
程晓堂、袭晶. 2007. 中国学生英语作文中情态动词的使用情况——一项基于语料库的[J]. 外语电化教学(6):9-15.
李天贤、庞继贤.2009. 学术写作中元话语的互动功能[J]. 外语教学与研究30 (5):266-271.
梁茂成.2010. 卡方检验和对数似然率计算工具[CP]. 北京:中国外语教育研究中心.
徐昉.2013. 二语学术写作介入标记语的使用与发展特征: 语料库视角[J]. 外语与外语教学(2):5-10.
文秋芳、丁言仁、王文宇.2003. 中国大学生英语书面语中的口语化倾向[J]. 外语教学与研究35 (4):268-274.
周雅.2012. 关于二语学术写作中介入标记语的比较性研究[D]. 南京:南京大学. |
