元语篇 跨文化视域下的理论与实证 英文本【2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载】

元语篇 跨文化视域下的理论与实证 英文本PDF格式电子书版下载

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Introduction1

0.0 Introduction1

0.1 Need for the Study2

0.1.1 Uncovering the Patterned Developmental Changes in the Use of Meta-discourse Devices by Chinese EFL Learners3

0.1.2 Unraveling the Causes beneath the Patterns Uncovered6

0.1.3 Unveiling the Relationship between the Use of Meta-discourse Devices and the Writing Quality8

0.1.4 Informing and Improving Classroom Writing Instruction11

0.1.5 Summary12

0.2 Overview of the Book12

Part Ⅰ Literature Review17

Chapter 1 Theoretical Studies on Meta-discourse:Perspectives and Problems17

1.1 Introduction17

1.2 Primary Discourse and Meta-discourse:Definitions and Functions17

1.3 Theoretical Perspectives22

1.3.1 Communicative Perspective22

1.3.2 Sociolinguistic Perspective24

1.3.3 Psycholinguistic Perspective26

1.3.4 Functional Perspective27

1.3.5 Cognitive Perspective33

1.3.6 Rhetorical Perspective34

1.3.7 Evaluation:Perspectives and Problems37

1.4 Functional Classifications of Meta-discourse40

1.4.1 Meyer's Classification40

1.4.2 Lautamatti's Classification41

1.4.3 Williams' Classification43

1.4.4 Vande Kopple's Classification45

1.4.5 Summary49

1.5 The Classifications of Meta-discourse Revisited52

1.5.1 Problems Unsolved in Previous Classifications52

1.5.2 Inclusion and Exclusion of some Candidates55

1.6 Summary62

Chapter 2 Empirical Studies:Insights and Inadequacies64

2.1 Introduction64

2.2 Relevant Empirical Studies on Meta-discourse64

2.3 Inadequacies in the Empirical Inquiries73

2.4 Summary76

Chapter 3 Towards a Framework of the Main Factors Affecting L2 Learners' Use of Meta-discourse Devices79

3.1 Introduction79

3.2 A Conceptual Framework of the Main Factors Affecting L2 Learners' Use of Meta-discourse Devices is Needed79

3.3 Towards a Framework of the Main Factors Affecting L2 Learners' Use of Meta-discourse Devices81

3.3.1 A General Description ofthe Conceptual Framework82

3.4 Summary95

Part Ⅱ Methodology99

Chapter 4 Research Background99

4.1 Introduction99

4.2 Pre-college Writing Training99

4.3 In-college Writing Training100

4.4 In-college Writing Curriculum101

4.5 Writing Teachers102

4.6 Summary103

Chapter 5 Research Design104

5.1 Introduction104

5.2 Research Purpose and Research Questions104

5.3 The Design105

5.3.1 Research Participants and Informauts105

5.3.2 Instruments111

5.3.3 Procedures for Data Collection115

5.3.4 Data Analysis117

5.4 Summary134

Part Ⅲ Results and Discussion139

Chapter 6 Patterned Changes in the Use of Textual Meta-discourse Devices139

6.1 Introduction139

6.2 Patterned Changes in the Use of Textual Meta-discourse Devices140

6.3 Comparing the Patterned Changes in the Use of Textual Meta-discourse Devices140

6.4 Possible Explanations for the Patterned Changes142

6.4.1 Possible Causes for the Trough at Year 3143

6.4.2 Possible Causes for the Rise at Year 4154

6.4.3 Summary159

6.5 Qualitative Differences in the Use of Textual Meta-discourse Devices160

6.5.1 Types of Errors160

6.5.2 Functions Realized by the Use of Textual Meta-discourse Devices175

6.5.3 Summary182

6.6 Underlying Reasons for the Qualitative Differences183

6.6.1 Knowledge Telling Writing Model184

6.6.2 Knowledge Transforming Writing Model188

6.7 Summary195

Chapter 7 Patterned Changes in the Use of Interpersonal Meta-discourse Devices197

7.1 Introduction197

7.2 Patterned Changes in the Use of Interpersonal Meta-discourse Devices198

7.3 Comparing the Patterned Changes199

7.4 A General Explanation for the Decreasing Tendency200

7.5 Patterned Changes in the Use of Illocutionary and Attitudinal Markers203

7.5.1 Patterned Changes in the Use of Illocutionary and Attitudinal Markers204

7.5.2 Comparing the Patterned Changes in the Use of Illocutionary and Attitudinal Markers205

7.5.3 The Underlying Causes for the Straight Decreasing Tendency206

7.6 The Use of Validity Markers220

7.6.1 Patterned Changes in the Use of Validity Markers220

7.6.2 Comparing the Patterned Changes in the Use of Validity Markers221

7.6.3 The Use of Modal Verbs222

7.6.4 Causes for the Common Tendency of Overusing Modal Verbs223

7.7 Summary:Bringing Together the Developmental Patterns236

Chapter 8 The Relationship between the Use of Meta-discourse Devices and the Writing Quality238

8.1 Introduction238

8.2 Quantitative Results239

8.3 Qualitative Results from Interviews242

8.3.1 Textual Connectives' Effect on the Writing Quality242

8.3.2 Validity Markers' Effect on the Writing Quality246

8.3.3 Attitudinal Markers' Effect on the Writing Quality249

8.3.4 Illocutionary Markers' Effect on the Writing Quality252

8.4 Further Qualitative Results257

8.5 Summary260

Part Ⅳ Conclusion265

Chapter 9 Conclusion265

9.1 Introduction265

9.2 Major Findings of the Study265

9.3 Theoretical Implications of the Study271

9.3.1 L2 Learners' Developmental Path in the Use of Meta-discourse Expands the Vision of the Development of L2 Writing271

9.3.2 Further Inquiry into L2 Learners' Knowledge Base of Writing Needs to be Made273

9.3.3 Cognition Involved in L2 Learners' Use of Meta-discourse Devices Needs to be Further Probed274

9.4 Pedagogical Implications of the Study276

9.5 Strengths and Weaknesses of This Study279

9.6 Suggested Future Research Dimensions281

9.7 Summary283

References285

Appendix 1305

Appendix 2307

Appendix 3313

Appendix 4332

Appendix 5350