英汉语篇跨文化修辞研究【2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载】

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Chapter 1 Intercultural Rhetoric Revisited1

1.1 Introduction1

1.2 The relationship between L1 and L2 writing2

1.3 Theoretical conceptualization of intercultural rhetoric5

1.4 Development and challenges of intercultural rhetoric research9

1.5 Summary12

Chapter 2 A Multidimensional and Ecological Approach to Intercultural Rhetoric Studies13

2.1 Introduction13

2.2 Research focus14

2.3 Research methods16

2.4 Explanatory factors19

2.5 Summary21

Chapter 3 Situating Intercultural Rhetoric Research Within Systemic Functional Linguistics22

3.1 Introduction22

3.2 Tri-stratal model of language23

3.3 Metafunctions of language25

3.4 Genre schools25

3.5 SFL genre studies27

3.6 Arguing genre from an SFL perspective28

3.7 APPRAISAL theory32

3.7.1 ATTITUDE system33

3.7.2 ENGAGEMENT system36

3.7.3 GRADUATION39

3.8 Summary41

Chapter 4 Contrasting English-Chinese Written Discourse:A Case Study42

4.1 Introduction42

4.2 Qi-Cheng-Zhuan-He rhetorical structure42

4.3 Ba Gu Wen(eight-legged essay)49

4.4 Inductiveness(indirectness)vs.deductiveness (directness)54

4.5 Critical stance and personal voice58

4.6 Research gaps in English-Chinese contrastive studies61

4.7 Methodology64

4.7.1 Preparation of research tools66

4.7.2 Piloting of research tools68

4.7.3 The formal investigation71

4.7.4 Chinese English-majors'English(CEE)and Chinese(CEC)writing72

4.7.5 Good Chinese writing (CC)76

4.7.6 Good English writing (EE)77

4.7.7 Examination of Chinese and English writing manuals78

4.7.8 Structure analysis of students'texts80

4.7.9 Identification of thesis statement and topic sentences81

4.7.10 Placement of thesis statement and topic sentences83

4.7.11 Topic sentence/paragraph ratio(T/P value)84

4.7.12 Identification of introduction and conclusion paragraphs85

4.7.13 Schematic analysis86

4.7.14 Identification of Qi-Cheng-Zhuan-He rhetorical structure90

4.7.15 Analyzing Engagement resources90

4.7.16 Validity and reliability of Appraisal coding94

4.7.17 Parsing Chinese lexical items for CEC and CC95

4.7.18 Multidimensional view of comparisons97

4.8 Summary99

Chapter 5 Structural Analysis100

5.1 Introduction100

5.2 Thesis statement101

5.2.1 Comparison of native-speakers'writing:EE and CC101

5.2.2 A cross-cultural comparison between EE and CEE102

5.2.3 A within-language comparison between CC and CEC104

5.2.4 A within-subject comparison between CEE and CEC105

5.3 Topic sentences106

5.3.1 Comparison of native speakers'writing:EE and CC106

5.3.2 A cross-cultural comparison between EE and CEE109

5.3.3 A within-language comparison between CC and CEC112

5.3.4 A within-subject comparison between CEE and CEC114

5.4 Methods of writing an introduction115

5.4.1 Comparison of native-speakers'writing:EE and CC116

5.4.2 A cross-cultural comparison between EE and CEE120

5.4.3 A within-language comparison between CC and CEC122

5.4.4 A within-subject comparison between CEE and CEC123

5.5 Methods of writing a conclusion125

5.5.1 Comparison of native-speakers'writing:EE and CC126

5.5.2 A cross-cultural comparison between EE and CEE129

5.5.3 A within-language comparison between CC and CEC130

5.5.4 A within-subject comparison between CEE and CEC131

5.6 Qi-Cheng-Zhuan-He rhetorical structure133

5.6.1 Qi-Cheng-Zhuan-He rhetorical structure in EE133

5.6.2 Qi-Cheng-Zhuan-He rhetorical structure in CC136

5.6.3 Qi-Cheng-Zhuan-He rhetorical structure in CEE139

5.6.4 Qi-Cheng-Zhuan-He rhetorical structure in CEC142

5.7 Summary145

Chapter 6 Engagement Analysis149

6.1 Introduction149

6.2 Comparison of native-speakers'writing:EE and CC149

6.2.1 Monogloss and Heterogloss149

6.2.2 Heterogloss subcategories150

6.3 A cross-cultural comparison between EE and CEE156

6.3.1 Monogloss and Heterogloss156

6.3.2 Heterogloss subcategories158

6.4 A within-language comparison between CC and CEC163

6.4.1 Monogloss and Heterogloss163

6.4.2 Heterogloss subcategories163

6.5 A within-subject comparison between CEE and CEC167

6.5.1 Monogloss and Heterogloss167

6.5.2 Heterogloss subcategories168

6.6 Summary171

Chapter 7 Conclusion173

7.1 Introduction173

7.2 The study revisited173

7.3 Summary of results175

7.3.1 Structural analysis175

7.3.2 Engagement analysis178

7.4 Theoretical implication:Towards a multi-dimensional and ecological view ofcontrastive rhetoric179

7.5 Pedagogical implications:A two-stage genre-based writing pedagogy181

7.6 Evaluation of the research188

7.6.1 Contributions of the study188

7.6.2 Limitations of the study189

7.7 Suggestions for future research190

References192

Appendices209

Appendix A Potential Topics209

Appendix B Writing Instructions210

Appendix C Discourse-based Interview Questions(Writing Process Questionnaire Questions)211

Appendix D English Writing Experience Questionnaire for CEE(English Version)212

Appendix E Chinese Writing Experience Questionnaire for CEC and CC219

Appendix F English Writing Experience Questionnaire for EE223

Appendix G TEM4 Writing Rating Rubric for CEE(NACFLT,2004)227

Appendix H CC Rating Rubric228