Recent research on academic discourse has revealed the intersection of writing and writer identity construction. However, some terms that are being used in writer identity study are sometimes not only interchangeably ...Recent research on academic discourse has revealed the intersection of writing and writer identity construction. However, some terms that are being used in writer identity study are sometimes not only interchangeably used without making an explicit connection between them but also used in a way that may cause misunderstanding. The paper is intended to tease out four key terms, namely, stance, voice, self, and identity so that the respective role that each plays in academic written discourse can be differentiated on the one hand, and their interrelationship can be clarified on the other. It is hoped that such a panoramic picture can offer some pedagogical implications for academic writing teaching and research and provide some insights into the research on writer identity construction in academic written discourse as well.展开更多
The present study investigated the effects of explicit metapragmatic instruction on foreign language learners＇ performance of compliment responses （CRs）. Eighty-two non-English major students participated in this s...The present study investigated the effects of explicit metapragmatic instruction on foreign language learners＇ performance of compliment responses （CRs）. Eighty-two non-English major students participated in this study. They were randomly assigned to two groups, an experimental group that received explicit metapragmatic instruction on compliment responses and a control group that did not. A pretest-posttest research design was adopted. The data were collected through a written discourse completion task （WDCT） with six scenarios concerning the topics of appearance, performance, and personality. The results revealed that learners who received explicit instruction dramatically decreased their use of Accept strategy and increased Combination （CB） strategy at the macro level; more specifically, a decrease in Appreciation and an increase in Accept ＋ Accept at the micro level. The learners of the control group made little progress in their performance. The study sheds light on pragmatics learning in an EFL setting and provides implications for pragmatics pedagogy.展开更多
基金supported by China National Social Sciences Grant entitled “A Genre-based Study of the Dynamic Interdiscursive System in Chinese and English Professional Discourse”(NO.17BYY033)
文摘Recent research on academic discourse has revealed the intersection of writing and writer identity construction. However, some terms that are being used in writer identity study are sometimes not only interchangeably used without making an explicit connection between them but also used in a way that may cause misunderstanding. The paper is intended to tease out four key terms, namely, stance, voice, self, and identity so that the respective role that each plays in academic written discourse can be differentiated on the one hand, and their interrelationship can be clarified on the other. It is hoped that such a panoramic picture can offer some pedagogical implications for academic writing teaching and research and provide some insights into the research on writer identity construction in academic written discourse as well.
文摘The present study investigated the effects of explicit metapragmatic instruction on foreign language learners＇ performance of compliment responses （CRs）. Eighty-two non-English major students participated in this study. They were randomly assigned to two groups, an experimental group that received explicit metapragmatic instruction on compliment responses and a control group that did not. A pretest-posttest research design was adopted. The data were collected through a written discourse completion task （WDCT） with six scenarios concerning the topics of appearance, performance, and personality. The results revealed that learners who received explicit instruction dramatically decreased their use of Accept strategy and increased Combination （CB） strategy at the macro level; more specifically, a decrease in Appreciation and an increase in Accept ＋ Accept at the micro level. The learners of the control group made little progress in their performance. The study sheds light on pragmatics learning in an EFL setting and provides implications for pragmatics pedagogy.
