评价性词块是学术语篇中作者表达态度与判断的重要载体。基于自建的中国学者学术语篇语料库与美国当代英语语料库学术子库,制作评价性词块词表。通过对比词表中频数最高的100个评价性词块,发现相较于本族语学者,中国学者鲜少使用名词为核心词的词块,通过间接手段协商态度;过度使用被动语态,对情态序列和it做先行主语的序列使用不足。这导致了中国学者过度使用归属资源表达态度,而对于接纳资源则使用不足。此外,中国学者还不能熟练掌握通过级差系统资源来表现态度意义的等级。本研究的成果也给学术英语写作教学提供了有益的启示。
Evaluation chunks are the entity with which an author expresses his or her attitude and judgement in academic texts. Based upon Chinese Scholars Academic English Corpus and academic sections of Corpus of Contemporary American English, two lexical chunk lists, which contain 100 lexical chunks respectively, are obtained. By comparing the 100 most frequently used lexical chunks, it is demonstrated that Chinese scholars seldom use chunks with nouns as the core words to negotiate attitude through indirect means. Passive voice is found to be overused by Chinese scholars, whereas modal sequence and it-exposition sequence are underused compared with native scholars. In this way, attribution resources are overused to express attitude and stance, but entertaining resources are underused. Besides, it appears that Chinese scholars do not have a good command of graduation resources to express differences in attitudinal meaning. This study may provide guidelines for teachers on academic writing instruction.
Biber, D., S. Johansson, G. Leech, S. Conrad & E. Finegan. 1999. Longman Grammar of Spoken and Written English [M]. London: Pearson Education Limited.
Martin, J.R. & P.R.R. White. 2005/2008. The Language of Evaluation: Appraisal in English [M]. New York: Palgrave Mamillan/北京:外语教学与研究出版社.
李战子. 2004. 评价理论:在话语分析中的应用和问题[J]. 外语研究(5):1-2.
梁茂成. 2008. 中国大学生英语笔语中的情态序列研究[J]. 外语教学与研究(1):51-57.
王振华. 2001. 评价系统及其运作[J]. 外国语(6):18-19.
卫乃兴. 2011. 词语学要义[M]. 上海:上海外语教育出版社.
向平、肖德法. 2009. 中国大学生英语议论文介入资源研究[J]. 外语与外语教学(4):22-23.
徐玉臣. 2013. 中国评价理论研究的回顾与展望[J]. 外语教学(5):11-12.
徐玉臣、剡璇、苏蕊. 2014. 态度评价手段的篇章分布规律研究[J]. 外语学刊(4):28-29.
剡璇、徐玉臣. 2011. 科技语篇中的鉴赏系统及其评价机制[J] 外语教学理论与研究(1):60-61.
张霞. 2010. 基于语料库的中国高级英语学习者词块使用研究[J]. 外语界(5):48-56.
