中國學生社科博士論文討論與結語章節(jié)語體研究
定 價：36 元
- 作者：鄧鸝鳴 著
- 出版時間：2010/6/1
- ISBN：9787307077409
- 出 版 社：武漢大學出版社
- 中圖法分類：H315
- 頁碼：392
- 紙張：膠版紙
- 版次：1
- 開本：16開
《中國學生社科博士論文討論與結語章節(jié)語體研究》突破現(xiàn)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(jù)，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(jié)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(jié)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(jié)，即討論及結語章節(jié)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(jié)語篇構建的規(guī)范意識；為了更好地達到、體現(xiàn)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?yōu)橐幻^熟練的寫作者，直至后期發(fā)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?shù)慕梃b。
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.
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(xié)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(fā)表學術研究論文30余篇；編著多部；主持教育部十五規(guī)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(yōu)秀教學研究成果二等獎1項，武漢大學優(yōu)秀教學研究成果三等獎2項。
List of Abbreviations
Preface
Chapter 1 Introduction
1.1 Research Background
1.2 Research Objectives
1.3 The Significance of the Study
1.4 Demarcation of the Discussion & Conclusion Sections
1.5 The Relationship Between Introduction and Discussion & Conclusion Sections
1.6 Structure of the Book
Chapter 2 Review of Relevant Literature
2.1 L2 Students Difficulties in Thesis Writing
2.2 Thesis Writing Process
2.3 Rhetorical Structure of the Discussion & Conclusion Section in Research Writing
2.4 The Notion of Genre
2.4.1 The ESP-oriented View of Genre
2.4.2 The New Rhetoric-oriented View of Genre
2.5 The Nature of Writing
2.6 Main Approaches to Writing
2.6.1 The Classical Rhetorical Approach
2.6.2 The Expressive Approach
2.6.3 The Cognitive Approach
2.6.4 The Social Constructionist Approach
2.7 Relevant Theories
2.7.1 Cognitive Writing Process Theory
2.7.2 Sociocuhural Theory
2.7.3 Theory ofIdentity Constructkm
2.8 Summary
Chapter 3 Methodology
3.1 Text-analytical Approach
3.1.1 The Assumption of Textual Analysis
3.1.2 Data Collection
3.1.3 Frameworks for Textual Analysis
3.1.4 Procedure for Textual Analysis
3.2 Case-study Approach
3.2.1 Data Collection
3.2.2 Treatment of Data
3.3 Summary
Chapter 4 Textual Analysis
4.1 Congs Texts
4.1.1 Original Draft
4.1.2 Revised Version
4.1.3 Final Version
4.2 Meis Texts
4.2.1 Original Draft
4.2.2 Revised Version
4.2.3 Final Version
4.3 Pings Texts
4.3.1 Original Draft
4.3.2 Revised Version
4.3.3 Final Version
4.4 Tao’s Texts
4.4.I Original Draft
4.4.2 Revised Version
4.4.3 Final Version
4.5 Yan’s Texts
4.5.1 Original Draft
4.5.2 Revised Version
4.5.3 Final Version
4.6 Su’S Text
4.6.1 Original Draft
4.6.2 Revised Version
4.6.3 Final Version
4.7 Summary
Chapter 5 Analysis of Interview Data
5.1 Exploring the Major Problems Involved in the Discussion & Conclusion Section Writing and the Related Causes
5.1.1 Limited Knowledge of the Communicative Functions of the Part-genre
5.1.2 Lack of Awareness of Rhetoric Consistency
5.1.3 Lack of Systematic Training
5.1.4 Excessive Length of the Writing Process
5.1.5 The Heavy Cognitive Load
5.2 Negotiating Generic Conventions
5.2.1 Negotiating with Supervisors
5.2.2 Mediating with Other Academics
5.2.3 Dialoguing with Multi Audiences
5.2.4 Interacting with Published Works and Theses
5.3 Constructing Writer Identities
5.3.1 A Novice Student Writer
5 3 2 A M0re Skilled Academic Writer
5.3.3 Moving Towards a FulI Member ol the Community
5.4 Summary
Chapter 6 Conclusion
6.I Summary of the Main Findings
6.2 Pedagogical Implications of the Study
6.3 Directions for Further Research
Appendices
Appendix 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 Informants
Appendix IV Interview Transcripts
Rererences
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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