批判性立场和评鉴学术话语对比研究 英文版【2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载】

批判性立场和评鉴学术话语对比研究 英文版PDF格式电子书版下载

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Chapter 1 Introduction1

1.1 Importance of and Reasons for Studying Critical Stance and Evaluation4

1.2 The Necessity of Studying Critical Stance and Evaluation8

1.3 Chinese Junior Scholars'Deficit in Stancetaking and Critical Literacy10

1.4 Objectives of the Present Study15

1.5 Outline of the Book17

Chapter 2 Relevant Concepts20

2.1 Academic Discourse21

2.1.1 Definitions of Academic Discourse21

2.1.2 Approaches to Academic Discourse25

2.2 Academic Discourse Community38

2.2.1 Discourse Community39

2.2.2 Language Socialization into Academic Discourse Communities40

2.2.3 Written Academic Discourse Socialization42

2.3 Different Terminologies Related to Stance and Evaluation44

2.3.1 Different Terminologies45

2.3.2 Four Differences in Approaches Leading to Different Terminologies55

2.3.3 Six Points of Consensus59

Chapter 3 Review of Literature on Studies of Academic Discourse and on Stancetaking and Evaluation64

3.1 Research Findings Based on the Prior Study of Academic Discourse65

3.1.1 Academic Discourse,Structured for Persuasive Effect66

3.1.2 Academic Discourse,Representing Discipline-specific Modes of Argument68

3.1.3 Different Cultures,Different Academic Discourses71

3.1.4 Academic Argument,Involving Interpersonal Negotiations72

3.2 Prior Research Related to Critical Stance and Evaluation75

3.2.1 Prior Research Related to Critical Stance and Evaluation Abroad75

3.2.2 Prior Research Related to Critical Stance and Evaluation at Home94

3.3 Identity—Proximity and Positioning95

3.3.1 Discursive Construction of Identity97

3.3.2 Hyland'S Concepts of Proximity and Positioning98

Chapter 4 Research Design103

4.1 The Pilot Study：MICUSP Data Comparison Across Different Disciplines and Between NS and NNS of English104

4.2 The Corpus Construction107

4.3 Analytical Framework115

Chapter 5 Quantitative Results119

5.1 Research Tools119

5.2 Overt Evaluation121

5.2.1 Evaluative Verbs and Modal Verbs(e.g.claim,suggest,assume,argue,disagree；should,must,need,can,and may)122

5.2.2 Evaluative Adverbials(e.g.Fortunately,Unfortunately,Interestingly,Surprisingly,Arguably,presumably,and Unexpectedly)144

5.2.3 Evaluative Nouns(e.g.problem,Difficulty,Achievement,Assumption,Claim,Failure,Success,and Challenge)156

5.2.4 Evaluative Adjectives(e.g.Unusual,Strange,Atypical,weird,and Odd)164

5.2.5 Authorial Selves：the Use of I,we,the Author and the Hortative Let Us/Lets174

5.3 Less Overt Evaluation212

Chapter 6 Qualitative Results217

6.1 Questionnaires217

6.2 Interviews221

6.3 Focus Group Discussion228

Chapter 7 Conclusions and Pedagogical Implications233

7.1 Summary of the Major Findings233

7.2 Conclusions235

7.3 Critical Literacy Cultivation245

7.4 Pedagogical Implications for ESL/EAP/EFL/EIL Instruction248

7.5 New Directions in Academic Discourse Research263

Appendices266

Appendix 1：Questionnaire287

Appendix 2：The Interview Questions287

List of Tables and Figures289

Bibliography290

Index294