元話語(yǔ)

內(nèi)容概要

本書(shū)清晰地界定了元話語(yǔ)這一概念，通過(guò)分析商務(wù)寫作，新聞報(bào)道、學(xué)術(shù)寫作和學(xué)生論文等文庫(kù)，提出了一個(gè)元話語(yǔ)模式，并以嶄新視角審視了語(yǔ)篇生產(chǎn)者和語(yǔ)篇之間、語(yǔ)篇生產(chǎn)者和受眾之間的關(guān)系，指出元話語(yǔ)對(duì)我們理解交際，研究學(xué)術(shù)寫作和寫作教學(xué)的重要性，并系統(tǒng)闡述了元話語(yǔ)與修辭、語(yǔ)類、文化和話語(yǔ)社區(qū)的關(guān)系?！　”緯?shū)系由自元話語(yǔ)研究領(lǐng)域的專家Ken Hyland之手，例證翔實(shí)，深入淺出，書(shū)中敘述的元話語(yǔ)概念對(duì)語(yǔ)篇分析和寫作教學(xué)很有借鑒意義，對(duì)從事應(yīng)用語(yǔ)言學(xué)研究的高校師生和學(xué)者具有重要參考價(jià)值。

書(shū)籍目錄

AcknowledgementsPrefaceSection 1: What is metadiscourse?Chapter 1　First impressions　1.1  A brief overview of metadiscourse　1.2  A context of emergence: information and interaction　1.3  Metadiscourse and audience awareness　1.4  Metadiscourse, interaction and audience　1.5  Summary and conclusionChapter 2　Definitions, issues and classifications　2.1  Definitions of metadiscourse　2.2  Propositional and metadiscourse meanings　2.3  'Levels of meaning'　2.4  Functional analyses　2.5  'Textual' and 'interpersonal' functions　2.6  Metadiscourse signals　2.7  Categorizations of metadiscourse　2.8  Summary and conclusionsChapter 3　A metadiscourse model　3.1  Key principles of metadiscourse　3.2  A classification of metadiscourse　3.3  Metadiscourse resources　3.4  An illustration: metadiscourse in postgraduate writing　3.5  The limits of description　3.6  Summary and conclusions Section 2: Metadiscourse in practiceChapter 4　Metadiscourse and rhetoric　4.1  The concept of rhetoric　4.2  Academic discourse and rhetoric　4.3  Metadiscourse, ethos and The Origin of Species　4.4  Business discourse and metadiscourse　4.5  Metadiscourse and rhetoric in company annual reports　4.6  Summary and conclusionsChapter 5　Metadiscourse and genre　5.1  The concept of genre　5.2  Metadiscourse and genre　5.3  Metadiscourse in academic research articles　5.4  Metadiscourse in popular science articles　5.5  Metadiscourse in introductory textbooks　5.6  Summary and conclusionsChapter 6　Metadiscourse and culture　6.1  Culture and language　6.2  Metadiscourse across languages　6.3  Metadiscourse and writing in English　6.4  Interactive metadiscourse in English　6.5  Interactional metadiscourse in English　6.6  Summary and conclusionsChapter 7　Metadiscourse and community　 7.1  The concept of community　 7.2  Community, academic writing and metadiscourse　 7.3  Metadiscourse variation in articles across disciplines　 7.4  Interactional metadiscourse in articles across disciplines　 7.5  Interactive metadiscourse in articles across disciplines　……Chapter 8  Metadisoures in the classroomChapter 9  Issues and directionseferencesAppendix:Metadiscoures items investigatedSubject IndexAuthor Index

章節(jié)摘錄

　　In other words，language is not simply used to convey informa． tion about the world．It also acts to present this information through the organization of the text itself(on the autonomous planel and　engage readers as to how they should understand it(on the interactive plane)．Statements thus，simultaneously，have an orientation to the world outside the text and an orientation to the readers understandin of that world through the text itselL This is a very different model to the transactional-interactional distinction and，as we shall see in Chapter 3，the fact that writers can refer to。evaluate and otherwise　comment on both discourse entities and real-world entities is a　defining feature of metadiscourse．　　But in the early 1980s，Sinclair was almost alone in emphasizing the importance of interactional aspects of language．At that time．And　until recently，research into the ways language is used to negotiate　relationships and scaffold interaction was largely 1eft to sociologists and sociolinguists．In fact，work by the sociologists Bateson【1972】and Goffman【1974】on‘frameswas an important early development leading to linguistic conceptions of metadiscourse．The notion of frames reters to our cognitive or conceptual views of particular situations，including the ways we name or characterize what is being said·Of particular interest is what MacLachlan and Reid(1 994）call ‘intratextual framing。which occurs when we pay attention to the way in which the flow of words within the text is affected by internal organizational devices which guide interpretation．Such framing　devices are seen as an effort to limit the readers interpretive licence and control understandings of a text in competition with alternative Iraming brought to the text by the reader．Frames are tllerefore aspects ot discourse which allow us to orient to messages and understand the world in particular ways．　　Ragan and Hoppers(1981)discussion of‘a(chǎn)lignmentsimilarly helped to bring interactional aspects of discourse into focus。Showing how language allows users to promote a positive impression of themselves and to negotiate participant roles with the hearer．But it was another sociolinguist working on casual conversation。Debbie Schiffrin(1980)，who perhaps struck the biggest blow for metadis ．course in these early days．She helped move the notion of metadiscourse forward by showing howmeta-talksuch as Tim telling you thatandlet me give you on exampleallows speakers to change their role in the discourse by projecting themselves as an animator．1bus conversationalists commonly move from presenting information to becoming a conscious and explicit producer of the discourse itself by re／erring to organizationaJ or evaluative aspects of the talk．

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