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Evaluation in Mainland Chinese Engli...

Xie, Jianping.

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Evaluation in Mainland Chinese English-major M.A. Thesis Literature Review Chapters.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Evaluation in Mainland Chinese English-major M.A. Thesis Literature Review Chapters./
作者:	Xie, Jianping.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
面頁冊數:	413 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
標題:	Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3690895
ISBN:	9781321618563

Evaluation in Mainland Chinese English-major M.A. Thesis Literature Review Chapters.
Xie, Jianping.

Evaluation in Mainland Chinese English-major M.A. Thesis Literature Review Chapters. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 413 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2014.

This item is not available from ProQuest Dissertations & Theses.

Academic discourse is full of evaluative meanings, in which writers employ various evaluative resources to demonstrate their attitudes, opinions, emotions, or positions towards the entities or propositions. This is particularly manifest in the subgenre of thesis literature reviews. Previous studies on the ways Chinese EFL learners express evaluation in English academic writing revealed only partial, discrete, and inconsistent findings, and generally neglected the subgenre of postgraduate thesis literature reviews. To fill in the research gaps, this study applied appraisal theory to investigate evaluation in Chinese English-major M.A. students' thesis literature review chapters, aiming to obtain a comprehensive and thorough view of how they construe evaluative meanings and whether their evaluations help to build a coherent argument in the thesis literature review chapters.

ISBN: 9781321618563Subjects--Topical Terms:

524476
Linguistics.

Evaluation in Mainland Chinese English-major M.A. Thesis Literature Review Chapters.
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500 $a Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
500 $a Advisers: Yun Zhao; Gwendolyn Gong.
502 $a Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2014.
506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a Academic discourse is full of evaluative meanings, in which writers employ various evaluative resources to demonstrate their attitudes, opinions, emotions, or positions towards the entities or propositions. This is particularly manifest in the subgenre of thesis literature reviews. Previous studies on the ways Chinese EFL learners express evaluation in English academic writing revealed only partial, discrete, and inconsistent findings, and generally neglected the subgenre of postgraduate thesis literature reviews. To fill in the research gaps, this study applied appraisal theory to investigate evaluation in Chinese English-major M.A. students' thesis literature review chapters, aiming to obtain a comprehensive and thorough view of how they construe evaluative meanings and whether their evaluations help to build a coherent argument in the thesis literature review chapters.
520 $a A detailed textual analysis of 25 Chinese English-major M.A. thesis literature review chapters complemented by a quantitative perspective was undertaken in the study. The analysis consisted of two parts. Part One was a full appraisal analysis applying Martin and White's (2005) appraisal framework, according to which, the evaluative instantiations were first identified and manually coded. Then the occurrence frequencies of the appraisal categories were counted and compared. Part Two was an integrated analysis combining the appraisal analysis with a move analysis based on Kwan's (2006) model of the move structure of thesis literature review chapters, according to which the text segments were examined and classified/coded into different moves and strategies. Then the distributions of evaluations at six chosen rhetorical stages were examined.
520 $a The appraisal analysis revealed that the Chinese English-major master students (1) predominantly prefer to encode positive evaluations as appreciation in the texts, which is in compliance with the institutionalized nature of academic discourse; (2) tend to express their evaluations in an explicit way, which implies that they are not hesitant to express evaluation directly as the common stereotype on Chinese EFL students would expect; and (3) are inclined to increase the degree of the construed values and employ more monoglossic than heteroglossic formulations, thus making their claims assertive, compelling, even imposing.
520 $a The integrated analysis showed that the Chinese English-major M.A. students generally use evaluative resources in a way that is beneficial for realizing the rhetorical purposes of different stages and is facilitative to build a coherent argument in the thesis literature review chapters. For example, when arguing for the writer's object of study (Move 1 establishing a research territory), they tend to resort to explicit means to demonstrate predominantly positive evaluations; when arguing for a need for new knowledge (Move 2 establishing a research niche), they encode more negative evaluations; and when arguing for one's own contribution (Move 3 occupying the niche), they encode all positive evaluations and mostly in an explicit manner. However, problematic demonstration of evaluative positions was also commonly existent in the texts.
520 $a Based on the findings of this study, implications for teaching evaluation in thesis writing were discussed and a model of teaching the writing of literature reviews was proposed.
590 $a School code: 1307.
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