中外TESOL期刊英语摘要语类对比研究及其运用PDF电子书下载

Chapter 1 Introduction 1

1.1 Preamble 1

1.2 Research Focus 3

1.3 Research Questions 4

1.4 Rationale and Significance of This Study 6

1.4.1 Theoretical Significance 7

1.4.2 Practical Significance 8

1.5 Thesis Overview 8

Chapterr 2 Chinese Culture,Education and Writing Practices 11

2.1 Introduction 11

2.2 The Nature of Culture 11

2.3 Chinese Cultural Influences on Chinese Education 14

2.3.1 Chinese culture 14

2.3.1.1 Authority 15

2.3.1.2 Collectivism 16

2.3.1.3 Chinese Essay Styles 17

2.3.2 Chinese Education 20

2.3.2.1 Primary School Education 20

2.3.2.2 Middle School Education 21

2.3.2.3 Higher Education 22

2.3.2.4 Foreign Language Education 23

2.3.2.5 The Teaching of English Writing 27

2.4 Writing Practices in China 29

2.4.1 Indirect Expression 30

2.4.2 Exquisite Expression 33

2.4.3 Chinese Characters 35

2.4.4 Chinese Tradition 36

2.4.5 Chinese vs.Western Writing Practices 37

2.4.5.1 Respect vs.Plagiarism 38

2.4.5.2 Inductivism vs.Deduetivism 39

2.5 Chinese Academic Writing and Publication 41

2.5.1 The Pressure of Publication 42

2.5.2 Reluctance to Approach International Journals 44

2.6 Conclusion 45

Chapter 3 Journal Article Abstracts:Models for Analysis 47

3.1 Introduction 47

3.2 Discourse,Genre and Culture-A Close Relationship 47

3.2.1 Genre Theory 50

3.2.2 Genre and Culture 52

3.2.3 Genre and Systemic Functional Linguistics 53

3.3 Abstracts-A Distinct Genre in Academic Writing 56

3.4 Genre variation 59

3.5 Move Analysis-A Useful Tool 61

3.5.1 Developing a Macro Model of Move Analysis 64

3.5.2 Developing a Micro Model of Move Analysis 68

3.5.2.1 Thematic Analysis 69

3.5.2.2 Transitivity Analysis 75

3.6 Macro and Micro Move Analysis-A Combination Model 80

3.7 Conclusion 81

Chapter 4 Research Methodology 84

4.1 Introduction 84

4.2 Theoretical Framework 87

4.2.1 Mixed Methods 87

4.2.1.1 Qualitative Procedures 87

4.2.1.2 Quantitative Procedures 89

4.2.1.3 Action Research(AR) 89

4.2.2 Triangulation 94

4.3 Research Management 95

4.3.1 CFLCQU:The Research Site 96

4.3.2 Research Processes 99

4.3.3 Text Analysis 100

4.3.3.1 Journal Article Abstracts(Part1) 100

4.3.3.2 Participants'Assignments(Part3) 103

4.3.4 Questionnaires(QN) 104

4.3.4.1 QN 1 to CFLCQU Informants 105

4.3.4.2 AR QN 1-4 106

4.3.5 Semi-Structured Interviews 106

4.3.5.1 CFLCQU Informants 108

4.3.5.2 AR Group Interviews 109

4.3.5.3 Interview Analysis 110

4.4 Ethical Considerations 111

4.5 Research Limitations 112

4.6 Conclusion 113

Chapter 5 Journal Article Abstracts Analysis 114

5.1 Introduction 114

5.1.1 Data Overview 115

5.2 Macro Analysis 117

5.2.1 The International Set 119

5.2.2 The Chinese Set 122

5.2.3 Comparative Analysis 124

5.3 Micro Analysis 133

5.3.1 The International Set 134

5.3.1.1 Thematic Analysis 135

5.3.1.2 Transitivity Analysis 141

5.3.2 The Chinese Set 146

5.3.2.1 Thematic Analysis 148

5.3.2.2 Transitivity Analysis 154

5.3.3 Comparative Analysis 158

5.3.3.1 Distribution of Themes 159

5.3.3.2 Thematic Progression 161

5.3.3.3 Transitivity 161

5.3.3.4 Lexis 167

5.4 Conclusion 172

Chapter 6 Interviews 174

6.1 Introduction 174

6.2 Interview Procedures 175

6.2.1 Interview Informants 176

6.2.2 Time and Site for Interviews 180

6.3 Analysing the Interview Data 180

6.3.1 Transcribing the Data 181

6.3.2 Coding the Interview Data 181

6.4 Data Findings 185

6.4.1 Cultural Differences in Academic Writing 185

6.4.1.1 Ways of Thinking 186

6.4.1.2 Respecting Seniority 190

6.4.2 Language Problems 192

6.4.2.1 General Language Problems 193

6.4.2.2 Appropriate Connectors 193

6.4.2.3 Voice and Tense 194

6.4.2.4 Lost Language/Chinglish 195

6.4.3 Language Register 196

6.4.3.1 Directness vs.Indirectness 196

6.4.3.2 Chinese Typical Beginning 197

6.4.3.3 Logical vs.Loose 198

6.4.3.4 Plain Words vs.Beautiful Words 199

6.4.4 Academic Writing Genre 200

6.4.4.1 No Fixed Structure 201

6.4.4.2 Main Idea or Summary 203

6.4.4.3 Trivial Information First 204

6.4.4.4 The Number of Moves 205

6.4.4.5 Concise and Compact 206

6.4.5 Experience in Publication 207

6.4.5.1 Lack of Research Experience 207

6.4.5.2 Lack of Reading Theoretical Books 208

6.4.5.3 Lack of Good Relationship with Journal Editors 210

6.4.5.4 Lack of Confidence in Submitting for Publication 211

6.4.5.5 Lack of Information of Journal Requirements 212

6.5 Conclusion 212

Chapter 7 Action Research 214

7.1 Introduction 214

7.2 Procedure 215

7.2.1 Stage 1-Planning(15,January-17,March) 217

7.2.1.1 Initial Needs Analysis 217

7.2.1.2 Course Goals 240

7.2.1.3 Materials Selection and Development 241

7.2.1.4 Lesson Design 242

7.2.1.5 Summary 248

7.2.2 Stage 2-Implementing(17,March-1,July) 248

7.2.2.1 Teaching Each Lesson 248

7.2.2.2 Classroom Discussions 251

7.2.2.3 Teacher's Journal 253

7.2.2.4 AR QN 3 for On-Going Course Assessment(see Appendix 7.5) 254

7.2.2.5 Giving Assignments for Assessments 263

7.2.2.6 Summary 265

7.2.3 Stage 3-Analysing 265

7.2.3.1 Analysing Participants'Assignments 265

7.2.3.2 Analysing AR QN 2 269

7.2.3.3 Analysing AR QN 4 272

7.2.3.4 Analysing Case Studies 279

7.2.3.5 Summary 287

7.2.4 Stage 4-Reflecting 289

7.2.4.1 Comparison of QN 1 to CFLCQU MA Students and Colleagues and AR QNS 1-4 289

7.2.4.2 Comparison of Course Goals with Participants'Outcomes 291

7.2.4.3 Interpreting the Group Interviews 292

7.2.4.4 Interpreting the Analysis 297

7.3 Conclusion 298

Chapter 8 Discussion 300

8.1 Introduction 300

8.2 Cultural Influence 302

8.2.1 Citation 304

8.2.1.1 The Journal Article Abstract Analysis 305

8.2.1.2 Informants'Views 306

8.2.1.3 The Action Research Course 307

8.2.2 Language Register 308

8.2.2.1 The Journal Article Abstract Analysis 308

8.2.2.2 The Interview Analysis 308

8.2.2.3 Participants'Application of Language Register 309

8.2.3 Language Genre 310

8.2.3.1 The Journal Article Abstracts Analysis 310

8.2.3.2 Informants'Viewpoints 312

8.2.3.3 Participants'Use of Language Genre 313

8.3 Inexperienee in Research 314

8.3.1 Journal Article Abstract Analysis 315

8.3.2 Interview Analysis 319

8.3.3 The Action Research Course 322

8.3.4 Summary 327

8.4 Language Use 328

8.4.1 Thematic Structure 329

8.4.1.1 The Journal Article Abstract Analysis 329

8.4.1.2 The Interview Analysis 332

8.4.1.3 The Action Research Course 332

8.4.2 Thematic Progression 333

8.4.2.1 The Journal Article Abstract Analysis 333

8.4.2.2 The Interview Analysis 334

8.4.2.3 The Action Research Course 334

8.4.3 Transitivity Structure 335

8.4.3.1 The Journal Article Abstract Analysis 335

8.4.3.2 The Interview Analysis 336

8.4.3.3 The Action Research Course 337

8.5 Summary 337

8.6 Conclusion 338

Chapter 9 Conclusion 340

9.1 Introduction 340

9.2 Implications 340

9.2.1 Theoretical Implications 340

9.2.2 Pedagogical Implications 341

9.3 Recommendations 342

9.3.1 A Teaching Model 342

9.3.2 Developing an Academic Program 343

9.3.2.1 Program Participants 344

9.3.2.2 The Program 344

9.3.2.3 Course Material 345

9.3.2.4 Teaching Methodology 345

9.3.3 Future Research 346

9.3.3.1 More Corpora for Comparative Analysis of Academic Articles and Abstracts in International and Chinese Journals on TESOL 347

9.3.3.2 More Research on Chinese TESOL Academics'Use of Themes and Transitivity 348

9.3.3.3 More Interview Studies of Chinese Authors and Editors in Chinese TESOL Core Journals 348

9.3.3.4 Expanding the Action Research Course to Other Aspects of Academic Article Writing 348

9.4 Conclusion 348

References 350

List of Figures 377

List of Tables 379

List of Abbreviations 385

Appendices① 387

Appendix 4.1 388

Appendix 4.2 395

Appendix 4.3 397

Appendix 4.4 399

Appendix 4.5 401

Appendix 4.6 403

Appendix 4.7 405

Appendix 6.1 406

Appendix 7.1 407

Appendix 7.2 408

Appendix 7.3 409

Appendix 7.4 411

Appendix 7.5 416

Appendix 7.6 419

Appendix 7.7 421

Appendix 7.8 424

Appendix 8.1 426

Appendix 9.1 428

Acknowledgements 431