英文求职信中的元话语

论文摘要

元话语作为话语分析领域内一个较新的概念,近年来正成为研究的焦点。许多研究已经证明了元话语在不同文体中的重要性。本文在海兰德元话语人际模式分类的框架下,通过定量和定性分析的方法,调查分析了元话语在英文求职信中的使用情况和分布特征。一方面,本文旨在揭示元话语如何帮助建立作者与读者之间的人际互动关系;以及元话语如何帮助作者传达劝说信息,从而增强我们对元话语使用的认识。另一方面,本文旨在为中国学生学习书写英文求职信提供有益的借鉴。研究结果表明,英文求职信中大量存在元话语。其中,互动元话语的比重远远高于交互元话语。在十类元话语的次范畴中,自我提及语,连接语和模糊语呈现的频率较高。此外,本研究结果也表明,所有的元话语资源都强调了人际互动潜能。基于元话语在英文求职信中的不同分布特征,本文认为元话语的使用受其所属的文体限制和写作目的影响。

论文目录

• Synopsis
• 摘要
• Chapter 1 Introduction
• 1.1 Background
• 1.2 Objectives
• 1.3 Methodology
• 1.4 Organization of the thesis
• Chapter 2 Review of relevant literature
• 2.1 Introduction
• 2.2 Definitions and functions of metadiscourse
• 2.2.1 Definitions of metadiscourse
• 2.2.2 Functions of metadiscourse
• 2.3 The previous studies of metadiscourse
• 2.3.1 The sociolinguistic approach
• 2.3.2 The cognitive approach
• 2.3.3 The rhetorical approach
• 2.3.4 The functional approach
• 2.3.5 Problems of the previous studies of metadiscourse
• 2.4 Classifications of metadiscourse
• 2.4.1 Williams' classification
• 2.4.2 Vande Kopple's classification
• 2.4.3 Ifantidou's classification
• 2.4.4 Other relevant classifications
• 2.4.5 Problems of the previous classifications of metadiscourse
• 2.5 Summary
• Chapter 3 Theoretical framework
• 3.1 Introduction
• 3.2 An interpersonal model of metadiseourse
• 3.3 Theoretical evidence of Hyland's interpersonal model of metadiscourse
• 3.3.1 Evidence from Halliday's idea of metafunctions of language
• 3.3.2 Evidence from Sinclair's idea of planes of discourse
• 3.3.3 Evidence from Thompson's idea of interactional resources
• 3.4 Summary
• Chapter 4 Analysis of metadiscourse features
• 4.1 Research questions
• 4.2 Quantitative analysis
• 4.2.1 Data source and data collection
• 4.2.2 Overall distributions of metadiscourse
• 4.3 Qualitative analysis
• 4.3.1 Interactive metadiscourse in English cover letters
• 4.3.1.1 Transitions
• 4.3.1.2 Frame markers
• 4.3.1.3 Evidentials
• 4.3.1.4 Code glosses
• 4.3.1.5 Endophoric markers
• 4.3.2 Interactional metadiscourse in English cover letters
• 4.3.2.1 Self-mentions
• 4.3.2.2 Engagement markers
• 4.3.2.3 Hedges
• 4.3.2.4 Boosters
• 4.3.2.5 Attitude markers
• 4.4 Summary
• Chapter 5 Conclusion
• 5.1 A brief summary of the study
• 5.2 Pedagogical implications of the study
• 5.3 Limitations and suggestions for future research
• Appendices
• Bibliography
• Acknowledgements