英语语言学毕业论文哪里有？本文在评价理论的视角下，采用定性和定量相结合的研究方法，对80篇中美语言学硕士论文的评价资源进行了分析。主要发现包括三个方面。一是中美学习者撰写的英语语言学硕士论文结论中立场名词的类型和数量上的差异。二是中美学习者在语言学硕士论文结论中评价资源使用的差异。最后一个原因是造成不同使用方式的原因
Chapter 1 Introduction
1.2 Purpose and Significance of the Study
The purpose of this thesis is to introduce the status quo of the use of stance nouns in English linguistics academic theses, and to compare the English linguistics majors’ masters’ theses written by Chinese graduate students with the English linguistics majors’ masters’ theses written by American graduate students. Also, the results of the thesis will be of great significance to the teaching practice.
The focus of academic writing research is gradually changing, from the accuracy of vocabulary and grammar to writing ability in different text genres. Especially in the discourse, through the effective expression of their own stance can achieve the ability to establish interpersonal communication with readers. Therefore, there are a large number of studies that examine stances from different perspectives. However, the understanding of stance construction resources is still incomplete, and the stance noun is an aspect that is often overlooked. As Holmes (1988) said: “We often ignore the cognitive appraisal potential endowed by noun structure... so that students do not acquire this kind of stance resource.” Therefore, this research has enlightening the significance for the expansion of noun resources for stance expression.
The theoretical and practical significance of this research coexist. From a theoretical point of view, this research is conducive to enriching the research of evaluative meaning in different types of texts, and broadening the scope of future research on Appraisal Theory. At the same time, the three subsystems of the Appraisal Theory are theoretically applied to the masters’ theses of linguistics. In other words, it increases the feasibility of applying Appraisal Theory in masters’ theses. The practical significance of this research is that it is expected to enable authors of masters’ degree theses in linguistics to master more skills and methods for expressing their stances. At the same time, the research can also help readers better understand the language features in the masters’ theses. More importantly, it will be more effective and appropriate when expressing stances with the help of the Appraisal Theory.
Chapter 3 Methodology
3.1 Research Questions
This thesis is expected to answer the following questions：
(1) Are there any differences in the number and type of stance nouns in the conclusions of M.A. degree theses in English linguistics written by Chinese and American learners?
(2) Are there any differences in the appraisal function of stance nouns in the conclusions of M.A. degree theses in English linguistics written by Chinese and American learners? If there are differences, what are the possible reasons for the differences?
The research questions of this thesis are centered on stance nouns. Through their distribution in academic theses, the rules of their use in linguistic thesis can be understood. Then, by discussing how they realize the three elements of Appraisal Theory and what kind of appraisal function they realize, it can provide useful enlightenment for the writing of linguistic academic theses. In order to achieve this goal and find the answers to the questions, some methods and means are needed. So, the research corpus and instruments and procedures will be introduced in the subsequent sections.
Chapter 4 Results and Discussion
4.1 “Noun + Complement” Structure of Stance Nouns
In the structure of “noun + complement clause”, the head noun is followed by the complement clause in the form of “that clause”, “of doing”, “to do”，for example:
(1) A question that arises for a classroom or online teacher is: If I have an accent that is unfamiliar to many of my students and I have the ability to change my accent, should I? (ALMTC)
(2) ...gaining the ability of differentiating the lexicalized and grammatical concepts of nouns-noun collocations in the concrete context. (CLMTC)
(3) We owe it to our students to combat this myth, to validate their languages in academia and subsequently, their place in this national community. (ALMTC)
Winter (1982) thinks that the content of the head nouns in this structure is not specific, and they need to realize semantic lexicalization in the complement clause. In Example (1), the meaning of “question” is not specific, and we do not know what the specific “question” is. From the perspective of discourse processing, the author needs to provide the specific meaning of the “question” through the context, that is, the complement information to reveal the specific content of the “question” that “If I have an accent that is unknown to many of my students and I have the ability to change my accent, should I?”. At the same time, the author chooses “question” instead of “idea” or “belief”, which shows that he/she thinks the information in the clause is a problem but not a subjective thought of someone alone. In other words, in the process of realizing semantic concretion, the head noun expresses the author’s stance on the complement information, so it is called stance noun in this thesis.
4.2 Distribution of Stance Nouns in Two Corpora
This section will firstly compare the overall frequency of stance nouns in both CLMTC and ALMTC, and then the features of different categories of stance nouns in the two corpora will be described.
4.2.1 Overall Frequency of Stance Nouns
It can be seen from table 4-1 that 306 stance nouns appear in ALMTC and the normalized frequency is 7.3 while 149 stance nouns are used in CLMTC with the normalized frequency of stance nouns in CLMTC is 2.99. Chi-square test (p value = 0.000 < 0.05) shows that there are significant differences in the use of stance nouns in the masters’ theses of English linguistics between Chinese and American learners. This result is consistent with most previous studies (Jiang & Hyland, 2015; Feng Xiaoping, 2017).
Chapter 5 Conclusion
5.1 Major Findings
Under the perspective of Appraisal Theory, this thesis analyzed the appraisal resources of 80 Chinese and American linguistics masters’ theses by using qualitative and quantitative research methods. The major findings include three aspects. One is the differences in the type and quantity of stance nouns in the conclusion of masters’ theses on English linguistics written by Chinese and American learners. The second is the difference in the use of appraisal resources in the conclusions of masters’ theses of linguistics written by Chinese and American learners. The last one is the reason that cause the difference in the use of appraisal resources between the two corpora. The answers to these questions are as follows.
In the first place, from the perspective of quantity, the number of stance nouns used by American learners is far more than that of Chinese learners; from the perspective of type, the total types of stance nouns used in the conclusion of the masters’ theses of English linguistics between Chinese and American learners are almost the same. However, the use of the subcategories of Chinese learners under the general types is obviously insufficient, especially in the category of discourse and quality.
In the second place, there three are differences of the use of appraisal functions. The first difference is that American learners tend to use more negative stance resources than Chinese learners. The second difference is that Chinese learners seldom use dialogic contraction to express stance. The third difference is that American learners prefers to use force resources in their theses.
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