中外TESOL期刊英语摘要语类对比研究及其运用PDF|Epub|txt|kindle电子书版本网盘下载

中外TESOL期刊英语摘要语类对比研究及其运用PDF格式电子书版下载

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Chapter 1 Introduction1

1.1 Preamble1

1.2 Research Focus3

1.3 Research Questions4

1.4 Rationale and Significance of This Study6

1.4.1 Theoretical Significance7

1.4.2 Practical Significance8

1.5 Thesis Overview8

Chapterr 2 Chinese Culture,Education and Writing Practices11

2.1 Introduction11

2.2 The Nature of Culture11

2.3 Chinese Cultural Influences on Chinese Education14

2.3.1 Chinese culture14

2.3.1.1 Authority15

2.3.1.2 Collectivism16

2.3.1.3 Chinese Essay Styles17

2.3.2 Chinese Education20

2.3.2.1 Primary School Education20

2.3.2.2 Middle School Education21

2.3.2.3 Higher Education22

2.3.2.4 Foreign Language Education23

2.3.2.5 The Teaching of English Writing27

2.4 Writing Practices in China29

2.4.1 Indirect Expression30

2.4.2 Exquisite Expression33

2.4.3 Chinese Characters35

2.4.4 Chinese Tradition36

2.4.5 Chinese vs.Western Writing Practices37

2.4.5.1 Respect vs.Plagiarism38

2.4.5.2 Inductivism vs.Deduetivism39

2.5 Chinese Academic Writing and Publication41

2.5.1 The Pressure of Publication42

2.5.2 Reluctance to Approach International Journals44

2.6 Conclusion45

Chapter 3 Journal Article Abstracts:Models for Analysis47

3.1 Introduction47

3.2 Discourse,Genre and Culture-A Close Relationship47

3.2.1 Genre Theory50

3.2.2 Genre and Culture52

3.2.3 Genre and Systemic Functional Linguistics53

3.3 Abstracts-A Distinct Genre in Academic Writing56

3.4 Genre variation59

3.5 Move Analysis-A Useful Tool61

3.5.1 Developing a Macro Model of Move Analysis64

3.5.2 Developing a Micro Model of Move Analysis68

3.5.2.1 Thematic Analysis69

3.5.2.2 Transitivity Analysis75

3.6 Macro and Micro Move Analysis-A Combination Model80

3.7 Conclusion81

Chapter 4 Research Methodology84

4.1 Introduction84

4.2 Theoretical Framework87

4.2.1 Mixed Methods87

4.2.1.1 Qualitative Procedures87

4.2.1.2 Quantitative Procedures89

4.2.1.3 Action Research(AR)89

4.2.2 Triangulation94

4.3 Research Management95

4.3.1 CFLCQU:The Research Site96

4.3.2 Research Processes99

4.3.3 Text Analysis100

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 Informants105

4.3.4.2 AR QN 1-4106

4.3.5 Semi-Structured Interviews106

4.3.5.1 CFLCQU Informants108

4.3.5.2 AR Group Interviews109

4.3.5.3 Interview Analysis110

4.4 Ethical Considerations111

4.5 Research Limitations112

4.6 Conclusion113

Chapter 5 Journal Article Abstracts Analysis114

5.1 Introduction114

5.1.1 Data Overview115

5.2 Macro Analysis117

5.2.1 The International Set119

5.2.2 The Chinese Set122

5.2.3 Comparative Analysis124

5.3 Micro Analysis133

5.3.1 The International Set134

5.3.1.1 Thematic Analysis135

5.3.1.2 Transitivity Analysis141

5.3.2 The Chinese Set146

5.3.2.1 Thematic Analysis148

5.3.2.2 Transitivity Analysis154

5.3.3 Comparative Analysis158

5.3.3.1 Distribution of Themes159

5.3.3.2 Thematic Progression161

5.3.3.3 Transitivity161

5.3.3.4 Lexis167

5.4 Conclusion172

Chapter 6 Interviews174

6.1 Introduction174

6.2 Interview Procedures175

6.2.1 Interview Informants176

6.2.2 Time and Site for Interviews180

6.3 Analysing the Interview Data180

6.3.1 Transcribing the Data181

6.3.2 Coding the Interview Data181

6.4 Data Findings185

6.4.1 Cultural Differences in Academic Writing185

6.4.1.1 Ways of Thinking186

6.4.1.2 Respecting Seniority190

6.4.2 Language Problems192

6.4.2.1 General Language Problems193

6.4.2.2 Appropriate Connectors193

6.4.2.3 Voice and Tense194

6.4.2.4 Lost Language/Chinglish195

6.4.3 Language Register196

6.4.3.1 Directness vs.Indirectness196

6.4.3.2 Chinese Typical Beginning197

6.4.3.3 Logical vs.Loose198

6.4.3.4 Plain Words vs.Beautiful Words199

6.4.4 Academic Writing Genre200

6.4.4.1 No Fixed Structure201

6.4.4.2 Main Idea or Summary203

6.4.4.3 Trivial Information First204

6.4.4.4 The Number of Moves205

6.4.4.5 Concise and Compact206

6.4.5 Experience in Publication207

6.4.5.1 Lack of Research Experience207

6.4.5.2 Lack of Reading Theoretical Books208

6.4.5.3 Lack of Good Relationship with Journal Editors210

6.4.5.4 Lack of Confidence in Submitting for Publication211

6.4.5.5 Lack of Information of Journal Requirements212

6.5 Conclusion212

Chapter 7 Action Research214

7.1 Introduction214

7.2 Procedure215

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

7.2.1.1 Initial Needs Analysis217

7.2.1.2 Course Goals240

7.2.1.3 Materials Selection and Development241

7.2.1.4 Lesson Design242

7.2.1.5 Summary248

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

7.2.2.1 Teaching Each Lesson248

7.2.2.2 Classroom Discussions251

7.2.2.3 Teacher's Journal253

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

7.2.2.5 Giving Assignments for Assessments263

7.2.2.6 Summary265

7.2.3 Stage 3-Analysing265

7.2.3.1 Analysing Participants'Assignments265

7.2.3.2 Analysing AR QN 2269

7.2.3.3 Analysing AR QN 4272

7.2.3.4 Analysing Case Studies279

7.2.3.5 Summary287

7.2.4 Stage 4-Reflecting289

7.2.4.1 Comparison of QN 1 to CFLCQU MA Students and Colleagues and AR QNS 1-4289

7.2.4.2 Comparison of Course Goals with Participants'Outcomes291

7.2.4.3 Interpreting the Group Interviews292

7.2.4.4 Interpreting the Analysis297

7.3 Conclusion298

Chapter 8 Discussion300

8.1 Introduction300

8.2 Cultural Influence302

8.2.1 Citation304

8.2.1.1 The Journal Article Abstract Analysis305

8.2.1.2 Informants'Views306

8.2.1.3 The Action Research Course307

8.2.2 Language Register308

8.2.2.1 The Journal Article Abstract Analysis308

8.2.2.2 The Interview Analysis308

8.2.2.3 Participants'Application of Language Register309

8.2.3 Language Genre310

8.2.3.1 The Journal Article Abstracts Analysis310

8.2.3.2 Informants'Viewpoints312

8.2.3.3 Participants'Use of Language Genre313

8.3 Inexperienee in Research314

8.3.1 Journal Article Abstract Analysis315

8.3.2 Interview Analysis319

8.3.3 The Action Research Course322

8.3.4 Summary327

8.4 Language Use328

8.4.1 Thematic Structure329

8.4.1.1 The Journal Article Abstract Analysis329

8.4.1.2 The Interview Analysis332

8.4.1.3 The Action Research Course332

8.4.2 Thematic Progression333

8.4.2.1 The Journal Article Abstract Analysis333

8.4.2.2 The Interview Analysis334

8.4.2.3 The Action Research Course334

8.4.3 Transitivity Structure335

8.4.3.1 The Journal Article Abstract Analysis335

8.4.3.2 The Interview Analysis336

8.4.3.3 The Action Research Course337

8.5 Summary337

8.6 Conclusion338

Chapter 9 Conclusion340

9.1 Introduction340

9.2 Implications340

9.2.1 Theoretical Implications340

9.2.2 Pedagogical Implications341

9.3 Recommendations342

9.3.1 A Teaching Model342

9.3.2 Developing an Academic Program343

9.3.2.1 Program Participants344

9.3.2.2 The Program344

9.3.2.3 Course Material345

9.3.2.4 Teaching Methodology345

9.3.3 Future Research346

9.3.3.1 More Corpora for Comparative Analysis of Academic Articles and Abstracts in International and Chinese Journals on TESOL347

9.3.3.2 More Research on Chinese TESOL Academics'Use of Themes and Transitivity348

9.3.3.3 More Interview Studies of Chinese Authors and Editors in Chinese TESOL Core Journals348

9.3.3.4 Expanding the Action Research Course to Other Aspects of Academic Article Writing348

9.4 Conclusion348

References350

List of Figures377

List of Tables379

List of Abbreviations385

Appendices①387

Appendix 4.1388

Appendix 4.2395

Appendix 4.3397

Appendix 4.4399

Appendix 4.5401

Appendix 4.6403

Appendix 4.7405

Appendix 6.1406

Appendix 7.1407

Appendix 7.2408

Appendix 7.3409

Appendix 7.4411

Appendix 7.5416

Appendix 7.6419

Appendix 7.7421

Appendix 7.8424

Appendix 8.1426

Appendix 9.1428

Acknowledgements431