A corpus-based analysis of the rhetoricalfunctions and their linguistic realizations in social science research articleintroductions
主讲人：陆小飞 教授
讲座时间：2019年 6月18日15:00-16:30
讲座地点：如心楼806
主讲人简介：
美国俄亥俄州立大学语言学博士；现任美国宾夕法尼亚州立大学应用语言学系研究生部主任、教授、博士生导师。主要研究领域为语料库语言学、学术英语、二语写作、二语习得及计算机辅助语言教学。在Springer出版专著Computational Methods forCorpus Annotation and Analysis 与编著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等国际权威期刊发表论文30余篇；开发的二语句法复杂度分析器和词汇复杂度分析器得到国际上二语写作与习得研究者的广泛应用。担任中国学术英语教学研究会国际顾问，CogentEducation 副主编，Journal ofSecond Language Writing等多种期刊编委，Applied Linguistics等40余种国际期刊特约审稿人。主持或参与ETS、美国教育部、美国Spencer基金等资助的多个研究项目。
讲座内容：
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.
