批判性立场和评鉴学术话语对比研究

Chapter 1  Introduction1. 1 Importance of and Reasons for Studying Critical Stance and Evaluation1.2 The Necessity of Studying Critical Stance and Evaluation1.3 Chinese Junior Scholars' Deficit in Stancetaking and Critical Literacy1.4 Objectives of the Present Study1.5 Outline of the BookChapter 2  Relevant Concepts2.1 Academic Discourse2.1.1 Definitions of Academic Discourse2.1.2 Approaches to Academic Discourse2.2 Academic Discourse Community2.2.1 Discourse Community2.2.2 Language Socialization into Academic Discourse Communities2.2.3 Written Academic Discourse Socialization2.3 Different Terminologies Related to Stance and Evaluation2.3.1 Different Terminologies2.3.2 Four Differences in Approaches Leading to Different Terminologies2.3.3 Six Points of ConsensusChapter 3  Review of Literature on Studies of AcademicDiscourse and on Stancetaking and Evaluation3.1 Research Findings Based on the Prior Study of Academic Discourse3.1.1 Academic Discourse, Structured for Persuasive Effect3.1.2 Academic Discourse, Representing Discipline-specific Modes of Argument3.1.3 Different Cultures, Different Academic Discourses3.1.4 Academic Argument, Involving Interpersonal Negotiations3.2 Prior Research Related to Critical Stance andEvaluation3.2.1 Prior Research Related to Critical Stanceand Evaluation Abroad3.2.2 Prior Research Related to Critical Stanceand Evaluation at Home3.3 Identity--Proximity and Positioning3.3.1 Discursive Construction of Identity3.3.2 Hyland's Concepts of Proximity and PositioningChapter 4  Research Design4. 1 The Pilot Study: MICUSP Data ComparisonAcross Different Disciplines and Between NS andNNS of English4.2 The Corpus Construction4.3 Analytical FrameworkChapter 5  Quantitative Results5.1 Research Tools5.2 Overt Evaluation5.2.1 Evaluative Verbs and Modal Verbs (e. g. claim, suggest,assume, argue, disagree ; should, must, need, can,and may)5.2.2 Evaluative Adverbials (e. g. Fortunately, Unfortunately,Interestingly, Surprisingly, Arguably, presumably,and Unexpectedly)5.2.3 Evaluative Nouns (e. g. problem, Difficulty,Achievement, Assumption, Claim, Failure,Success, and Challenge)5.2.4 Evaluative Adjectives (e. g. Unusual, Strange,Atypical, weird, and Odd)5.2.5 Authorial Selves: the Use of l, we, the Author andthe Hortative Let Us/Let's5.3 Less Overt EvaluationChapter 6  Qualitative Results6.1 Questionnaires6.2 Interviews6.3 Focus Group DiscussionChapter 7  Conclusions and Pedagogical Implications7.1 Summary of the Major Findings7.2 Conclusions7.3 Critical Literacy Cultivation7.4 Pedagogical Implications for ESL/EAP/EFL/EIL Instruction7.5 New Directions in Academic Discourse ResearchAppendicesAppendix 1: QuestionnaireAppendix 2: The Interview QuestionsList of Tables and FiguresBibliographyIndex