英文母語人士和越南人在英文期刊中使用間接術語之比較研究

學術界常藉由期刊來貢獻學術知識以及發表研究結果。Hyland (2005)表示，撰寫學術期刊時，作者除了要提及數篇先前的研究已宣稱或支持自己的論點外，更重要的是在這些發表中確立自己的研究。學術寫作中，最能確立作者自己的研究能被其他學者認同的方法，是在發表中選擇適當的間接術語 (Swales 1990, 2004; Thompson & Ye 1991; Hyland 1999, 2001; Charles 2006; Bloch 2009, 2010)。此外Thompson (2000) 也說明道，並非根據字典上的意義來使用間接術語，而是根據間接術語修辭上的含意，因此研究發表才會更有可信度。但遺憾的是第二外語人士常忽視間接術語的修辭用法，而非英文母語人士在寫作用語上，使用間接術語用法的正確度也較英文母語人士低。本研究主要探討英文母語人士及越南人，在英文學術期刊中使用間接術語的相異點分析。再者，此研究試想調查文化及各學術領域的差異，是否影響間接術語的使用。本研究使用語料為一百六十七則包含機械工程、數理、及應用外語三個領域的英文期刊，而分析框架是結合Charles’s (2006) 以及 Bloch (2010) 的框架，透過AntConc corpus tool進行分析。研究之間接術語先以分類及時態做分析，再從修辭用法進行分析。此研究結果顯示，對於母語人士及越南人而言，學術領域的差異是影響間接術語在期刊中使用的主要因素，學術領域的差異同時也影響間接術語動詞的時態，以及修辭含意。然而，文化差異多少也是影響間接術語的用法之因素之一。像是在不同文化中，動詞的選用也不盡相同；或是英文母語人士及非英文母語人士對於相同的動詞，會有多種不同的修辭用法。研究結果對於需要了解如何正確使用間接術語來宣稱自己研究的EAP學者，老師，或學生而言，是有意義的。期待本研究對越南EAP的建立以及發展有所貢獻。

關鍵字

間接術語；研究論文；學術領域的差異；文化差異； EAP

並列摘要

Research articles have been well known as publications by which scientific community can share their knowledge and research achievements. As highlighted in Hyland (2005), when writing up research articles, writers aim not only to report several previous studies and claim their findings but – more importantly – to set their own position or voice in these reports and claims. One of the most effective academic writing techniques in setting the writers’ stance that has been admitted in a number of studies is to choose appropriate reporting verbs for these reports and claims (Swales 1990, 2004; Thompson & Ye 1991; Hyland 1999, 2001; Charles 2006; Bloch 2009, 2010). In addition, Thompson (2000) addresses that choosing an appropriate reporting verb is not simply based on its dictionary meanings but its rhetorical implications so that the credibility of the reports or claims can be assured. Unfortunately, the rhetorical purposes of reporting verbs are often ignored or overlooked in L2 classrooms (Hyland, 2008). This situation may lead to a phenomenon that the writing devices used by nonnative speakers are usually less assertive than those by L1 speakers (McEnery & Kifle, 2002). The present study aims to investigate and evaluate the similarities and differences in using reporting verbs in English research articles written by native speakers of Vietnamese and English. Furthermore, the study attempts to examine how cultural and disciplinary variations affect the ways of employing reporting verbs. To serve these purposes, 167 research articles in three disciplines – Engineering, Mathematics, and Applied Linguistics – are chosen as research data. The framework of this study is a combination of Charles’s (2006) and Bloch’s (2010) models. That-complimentizer is assigned as a key word to find all the reporting clauses with the aid of AntConc corpus tool. The reporting verbs are first examined from perspectives of classification and tense assignment. Then, their rhetorical purposes will be carefully analyzed and evaluated. The findings show that disciplinary variation is the major factor that affects the reporting verb usages in journal articles in both groups of speakers. It determines verb groups, tenses rhetorical implications of the verbs. However, cultural variation is also recognized as a factor more or less influencing these usages. For example, in different cultures, verb choices within disciplines can be different; or the same verbs can be used with different rhetorical purposes between native speakers of Vietnamese and English. The findings can be meaningful to EAP researchers, teachers, and students in terms of how to set their own stance in reports or claims by using appropriate reporting verbs. The study is also expected to contribute to the establishment and development of EAP in Vietnam.

並列關鍵字

reporting verbs ； research articles ； disciplinary variation ； cultural variation ； rhetorical purposes ； EAP

參考文獻

Martin, J. (2000). Beyond exchange: APPRAISAL systems in English. In Hunston, S. & Thompson, G. (eds.)

Basturkmen, H. (2012). A genre-based investigation of discussion sections of research articles in Dentistry and disciplinary variation. Journal of English for Academic Purposes, 11, 134-144.

de Beaugrande, R. (2001). Large corpora, small corpora, and the learning of "language." In M Ghadessy, A. Henry, & R.L. Roseberry (Eds.), Small Corpus Studies and ELT (pp. 3-28). Amsterdam: John Benjamins.

Becher, T. (1989). Academic tribes and territories: Intellectual enquiry and the cultures of disciplines. Milton Keynes, England: Society for Research into Higher Education and Open University Press.

Berkenkotter, C., & Huckin, T. (1995). Genre knowledge in disciplinary communication: Cognition/culture/power. Hillsdale, NJ: Erlbaum.

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英文母語人士和越南人在英文期刊中使用間接術語之比較研究

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