A corpus-based analysis of the rhetoricalfunctions and their linguistic realizations in social science research articleintroductions

主講人：陸小飛 教授

講座時間：2019年 6月18日15:00-16:30

講座地點：如心樓806

主講人簡介：

美國俄亥俄州立大學語言學博士；現任美國賓夕法尼亞州立大學應用語言學系研究生部主任、教授、博士生導師。主要研究領域為語料庫語言學、學術英語、二語寫作、二語習得及計算機輔助語言教學。在Springer出版專著Computational Methods forCorpus Annotation and Analysis 與編著Computational and Corpus Approaches to ChineseLanguage Learning；在Applied Linguistics、Educational Researcher、International Journal ofCorpus Linguistics、Journal ofEnglish for Academic Purposes、Language Testing、TESOL Quarterly、The Modern LanguageJournal等國際權威期刊發表論文30餘篇；開發的二語句法複雜度分析器和詞彙複雜度分析器得到國際上二語寫作與習得研究者的廣泛應用。擔任中國學術英語教學研究會國際顧問，CogentEducation 副主編，Journal ofSecond Language Writing等多種期刊編委，Applied Linguistics等40餘種國際期刊特約審稿人。主持或參與ETS、美國教育部、美國Spencer基金等資助的多個研究項目。

講座内容：

There has beenincreasing calls for research attention to the linguistic realizations ofrhetorical functions in academic writing among researchers in the fields ofEAP, genre analysis, and corpus linguistics. Corpus-based genre analysis holdsmuch promise for revealing systematic relationships between rhetoricalfunctions and linguistic features. This study presents a corpus-based analysisof the rhetorical functions and their linguistic realizations in social scienceresearch article introductions. The Corpus of Social Science Research ArticleIntroductions (COSSRAI) consists of the introduction sections of 600 publishedresearch articles in six social science disciplines (anthropology, appliedlinguistics, economics, political science, psychology, sociology). All samplesin the COSSRAI were annotated for rhetorical moves and steps using anextensively adapted version of the Create a Research Space (CARS) model(Swales, 2004) by a team of seven researchers. I share findings oninterdisciplinary variation in the rhetorical structure of the research article introduction sub-genre, phrase-frames aligned withdifferent rhetoric moves and steps, and the rhetorical functions ofsyntactically complex sentences. I conclude with a discussion of theimplications of our findings for academic writing pedagogy and research.